Fostering
Aviation
Activities
JUNIOR HIGH LEVEL
AN AVIATION CURRICULUM GUIDE
Edited by:
Margaret R. Lindman,Ed.D.
Professor
Northeastern Illinois University
Chicago, Illinois
Department of Transportation
Federal Aviation Administration
Office of Human Resources and Management
Washington, D.C. 20591
TABLE OF CONTENTS
Page
ACKNOWLEDGMENTS.............................................................................................................i
INTRODUCTION ........................................................................................................................iii
PHOTOGRAPHS OF AIRPLANES .............................................................................................iv
SELECTED AEROSPACE TOPICS IN CURRICULUM CONTEXT ..........................................vii
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
XIII.
XIV.
XV.
XVI.
XVII
XVIII.
XIX.
XX.
XXI.
XXII.
XXIII.
XXIV.
EARLY HISTORY AND GROWTH................................................................................1
PROPERTIES OF AIR.....................................................................................................2
PRINCIPLES OF FLIGHT...............................................................................................6
AVIATION APPLICATIONS OF BASIC PRINCIPLES OF SCIENCE...........................7
PARTS OF AN AIRPLANE.............................................................................................11
AERONAUTICAL CHARTS...........................................................................................13
COMPASS.......................................................................................................................16
ALTIMETER ...................................................................................................................17
TACHOMETER ..............................................................................................................18
TIME IN AVIATION.......................................................................................................19
AIR SPEED INDICATOR ...............................................................................................23
MEASUREMENT............................................................................................................26
FRACTIONS, DECIMALS AND PERCENT...................................................................27
GRAPHS..........................................................................................................................28
READING AND INTERPRETING MAPS AND GLOBES .............................................29
CHANGING CONCEPTS OF TIME AND SPACE .........................................................30
LISTENING, SPEAKING AND VIEWING.....................................................................31
READING COMPREHENSION......................................................................................32
MEDIA CENTER SKILLS ..............................................................................................33
SOME AEROSPACE CAREERS.....................................................................................34
CAREERS IN AVIATION...............................................................................................35
BIBLIOGRAPHY.............................................................................................................36
GLOSSARY.....................................................................................................................50
AN INVITATION TO CREATIVE AVIATION EDUCATORS .......................................54
ACKNOWLEDGMENTS
To the Reader,
The Federal Aviation Administration is pleased to present four educational documents designed for teachers
on aerospace education. They are directed to elementary and secondary schools. The documents are:
Future Aspiring Aviators: Primary K-3
Flying Ace Activities: Middle Grades 4-6
Fostering Aviation Activities: Junior High 7-8
Flight and Aviation: Secondary 9-12
We extend accolades to Northeastern Illinois University, Chicago, Illinois for the assistance and support in
this project. We wish to recognize and applaud NEIU President, Dr. Gordon H. Lamb for his vision, enthusiasm
and encouragement regarding the appointment of professor Margaret R. Lindman, Ed.D. to spearhead this
project, at our request.
We are also pleased that the Chicago Teachers Center, a branch of NEIU’s College of Education, which
services teachers schools and school districts in and around the Chicago metropolitan area is now an FAA
Resource Center.
Margaret R. Lindman, Ed.D., is a professor in the department of Curriculum and Instruction at Northeastern
Illinois University, Chicago, Illinois. Dr. Lindman has been a teacher educator for more than 35 years. She is
well known for her work in aviation and aerospace education. She conducts a Wings and Space Institute for
educators at Northeastern yearly and has made presentations at many other aviation-related workshops and
conferences. Formerly, Dr. Lindman was a captain in the Civil Air Patrol and also External Aerospace Education
Officer for the Illinois Wing, C.A.P. Dr. Lindman was the advisory editor for the Tangley Oaks Publishing
Company for many years and has written numerous articles and documents for educational publication.
Dr. Lindman’s charge was to update, streamline, and modify former curriculum documents of the Aviation
Education Division, FAA. The documents included Aviation Science Activities for Elementary Grades, Aviation
Curriculum Guide for Middle School Level, Secondary School Level, and a Model Aerospace Curriculum, by
Aimee Dye, and the August Martin High School by Mervin K. Strickler, Jr. These earlier documents continue to
be available and may be accessed by computer.
Dr. Lindman retained the essence of the earlier documents in the revision. Much of the material in the
current documents is based on the works of Mervin K. Strickler, Jr., Ed.D., who has been the foremost authority
on aerospace education for the past 35 years.
Because these publications are aimed at teachers, Dr. Lindman felt it essential to involve teachers from the
beginning development and organization of the materials through the field testing phase. Therefore, she enlisted
the aid of Rosamond D. Hilton, formerly of the Chicago Public Schools, Chicago, Illinois, to act as her assistant
throughout the project.
Dr. Lindman organized a project writing committee with the assistance of School District #187, North
Chicago, Illinois. The former Director of Academic Affairs, Ms. Roycealee J. Wood, took the lead district-wise.
She arranged for biweekly half day meetings between teachers, Dr. Lindman and Mrs. Hilton. She sat in on
work groups and saw that necessary materials were distributed.
i
The faculty members on the committee were Delores Clark, Science Consultant, and classroom teachers
Dorothy Ashby, Ethel Booker, Ronald Carlson, William Petrosky, Ann Sanders, and Lawrence Sorenson.
The committee decided that there should be a total of four documents: early childhood, middle grades,
junior high, and secondary. This would act as a target for teachers. Those that have gifted classes might decide
to move up a level, those dealing with less able students might decide to use the lower level. The documents
emphasize science and mathematics, although some language arts and social studies and other activities are
included. After dividing into grade level teams, the committee under the supervision of Dr. Lindman and Mrs.
Hilton evolved their own approach to the development and presentation of the individual documents. Therefore,
each document has its own unique aspects while some threads run throughout all of them.
When the documents were completed they were reviewed by a team of educators from Northeastern Illinois
University, who made additions, deletions, and recommendations. The University FAA Publications Committee
consisted of Harvey Barrett, Ed.D., science educator, Janet Bercik, Ed.D., Clinical Experiences Director and
supervisor (elementary and secondary), Joanne Frey, Ed.D., elementary, Elizabeth Landerholm, Ed.D., early
childhood specialist, Jill Althage, MLS and Kristine Tardiff, MLS, librarians.
Finally, the documents were field tested under Dr. Lindman’s supervision. Our thanks to all those North
Chicago District #187 teachers who participated in the 10-week field test.
It is our hope that these documents will be beneficial to teachers throughout the country as we are propelled
into the 21st century.
Sincerely,
Phillip S. Woodruff
Director, Office of Human Resource Management
ii
INTRODUCTION
Among the many responsibilities of the Federal Aviation Administ
ration is that of educating the public regarding
aviation, related technologies, and sciences about the impact aviation makes on our modern day lives. If the United States is
going to continue as a world leader in aviation and space, our young people must be taught to cope with and efficiently use
the rapidly changing technological advances.
The study of flight has been a source of fascination since the beginning of time. Studies indicate that aviation
education has high motivational appeal producing dramatic student gains in science, mathematics and other content areas.
The activities and learning tasks included in this guide are hands-on and serve to demonstrate the motivational aspects
of aviation. Activities included indicate how aviation can be integrated into existing curriculum while skills in the various
instructional areas are being developed.
This guide is designed for Junior High teachers and others who work with preteens and teenagers, with an emphasis on
science and mathematics related activities. No specialized teacher training in aviation education is required to utilize this
guide.
The activities range from simple to complex experiences in order to provide for a wide range of student abilities and
interests. On the following pages are pictures of four historic experimental planes: the 1903 Wright Flyer, the 1927 Spirit
of St. Louis, and 1986 Rutan Voyager, and the 1989 Stealth Bomber.
These pictures may be laminated and used as a base for an aerospace education bulletin board, for student jigsaw
puzzles, a beginning study of aircraft identification and/or as an introduction to research activities for papers on the history
of flight. Building and designing model airplanes is another avenue to peak the interest of the students during or after they
pursue the aerospace learning activities in this booklet.
iii
1903 Wright Flyer
Wingspan - (40 ft x 4 in)
Height - (9 ft x 3 1/4 9 in)
Length - (21 ft)
Wings - (605 lb)
This plane flew four times on December 17, 1903. The longest flight was 59 seconds and covered 852 feet. The pilot for
the first and third flights was Orville Wright. Wilbur, his brother, flew the plane for the second and fourth flights.
The Wright flyer is now on display at the National Air and Space Museum (NASM), Smithsonian Institution in
Washington, D.C.
iv
Ryan NYP ‘Spirit of St. Louis’
Wingspan - 46 ft
Height - 9 ft x 10 in
Length - 27 ft
Gross Weight - 5,135 lbs
In 1927, Charles A. Lindbergh flew solo the “Spirit of St. Louis” nonstop from New York to Paris in 33 hours, 33
minutes. This small airplane is made of wood, steel tubing and fabric and is powered by a 220 - horsepower Wright
Whirlwind J-5-C engine. It is on display at the National Air and Space Museum (NASM), Smithsonian Institution,
Washington, D.C.
v
[PICTURE CURRENTLY UNAVAILABLE]
Rutan Voyager
Wingspan - 110.8 ft
Height - 10.3 ft
Length - (37’.6”)
Gross take-off Weight - 9,694.5 lbs
Dick Rutan and Jeana Yeager completed a nonstop unrefueled flight around the world in ‘Voyager’ from Edwards Air
Force Base, California on December 23, 1986. The flight took 9 days and 3 minutes and covered 22,860 miles at an
average speed of 115.6 miles per hour. The plane traveled at an altitude between 7,000 and 11,000 feet, although it reached
20,000 feet to avoid storms over Africa. The air cooled front engine develops 130 horsepower; the liquid cooled rear engine
develops 110 horsepower. “Voyager” departed with approximately 1,168 gallons of fuel-which weighed more than the
plane itself! - and returned with only 15 gallons remaining. It is on display at the National Air and Space Museum
(NASM), Smithsonian Institution, Washington, D.C.
P. 17 the Rutan Voyager, Ian Gould, Rourke Enterprises, Inc. Viro Beach, Fla, 329 & 9.
vi
SELECTED AEROSPACE TOPICS IN CURRICULUM CONTEXT
Often educators who teach about aviation and space education are challenged by administrators, other teachers and
parents who question the validity of such study. The following list indicates just some of the specific ways this topic
interrelates with traditional studies.
How they are built is INDUSTRIAL ARTS
Who controls them is GOVERNMENT
What they cost is ECONOMICS
Where they land is SOCIAL STUDIES
AGRICULTURE
Australia’s aviation
Crop dusting
Cloud seeding
Economic implications
Food and nutrition
International Agricultural
Aviation Centre
International Flying Farmers
Photosynthesis
Weather
Weather satellites
ART
Balloons
Commemorative stamps
and medals
Da Vinci, Leonardo
History of aviation
Insignia
Interiors of aircraft
Kites
Medals and decorations
Model aircraft
Mythology
Objects of art
Photography
Pilot and crew wings
Science fiction
Trophies and awards
Where they fly is GEOGRAPHY
Who made them fly is HISTORY
How they fly is SCIENCE
Eclipse
Galaxies
Interplanetary travel
Light
Mariner probes
Meteors
Moon
Observatories
Orbiting observatories
Orbits and trajectories
Planetariums
Planets
Solar System
Stars
Sun
Telescopes
Ultraviolet
Universe
X-rays
Government in aerospace
Ground service and
maintenance
Manufacturing
Occupations
Pilots and pilot
certificates
Pilot training
Spacecraft design
Stewards and
stewardesses
Test pilots
Women in aerospace
CHEMISTRY
Air
Alloys
Atoms
Atmosphere
Chemical energy
Closed ecological system
Elements
Fuels
Gases
Lubricants
Propellants
Specific Gravity
BIOLOGY
Animals in space
Aviation medicine
Bird flight
Circadian rhythm
Closed ecological system
Extraterrestrial life
Hydroponics
Photosynthesis
Space biology
EARTH SCIENCE
Air masses
Applications technology
satellites
Astrogeology
Astronautics
Astronomy
Atmosphere
Aurora
Aviation weather
Boyle’s Law
Charts
CAREER GUIDANCE
ASTRONOMY
Asteroids
Astronautics
Astronomy
Comets
Constellations
Cosmic rays
Air traffic control
Army aviation
Astronauts
Careers
Charter flying
Flight instruction
General aviation
vii
Compasses
Earth
Environmental research
satellites
Explorer satellites
Geodetic satellites
Gravity
Greenhouse effect
Cosmos satellites
Latitude and longitude
Lightning
Lunar charts
Magnetic course
Maps and mapping
Mariner probes
Meteorology
Navigation techniques
Oceanographic research
Orbiting observations
Pilotage
Precipitation
Ranger
Sounding rockets
Surveyor
Van Allen belts
Weather
Weather maps and charts
Weather satellites
Barometric pressure
Bernoulli’s principle
Bird flight
Clouds
Electricity
Energy
Engines
Fog
Galaxies
Helicopters
Jet Aircraft
Launch vehicles
Man in flight
Matter
Mercury program
Photography
Planets
Radio communications
Satellites
Saturn rockets
Space stations
Stars
Sun
Walk in space
Weather
Weather satellites
ECONOMICS
Bush flying
Cartography
Charts
Compasses
Course plotting
Latitude and longitude
Magnetic course
Maps and mapping
Photography
U.S.S.R. aerospace
activities
Aerospace industry
Airports
Bush flying
Cargo aircraft
Commercial airlines
Commercial air transports
Crop dusting
Economic implications
Flight simulators
General aviation
Government contracts
Government in aerospace
Jet aircraft
Jumbo jets
Manufacturing
Supersonic transports
GENERAL SCIENCE
Airplane
Astronomy
Atmosphere
Atoms
Air traffic control
Apollo
Army aviation
Coast Guard aviation
FAA
Flight service station
Government contracts
Instrument Flight Rules
Marine Corps aviation
Mercury program
Military aviation
Military space program
National Transportation
Safety Board (NTSB)
NASA
National Airspace System
Naval aviation
Pilots and pilot certificates
Registration of aircraft
HEALTH
Aerospace medicine
Animals in space
Astronauts
Circadian rhythm
Drug effects
Environmental control
systems
Food and nutrition
Human engineering
Life-support systems
Man in flight
Manned spaceflight
Man-powered flight
Spacesuits
Temperature control
Weightlessness
GEOGRAPHY
HISTORY
Ace
Air Commerce Act
Air raid
Altitude records
Balloons
Barnstormers
Biographies
Bomber aircraft
Bush flying
Commemorative stamps
and medals
Dirigibles
Distance records
Endurance records
GEOGRAPHY
Astrogeology
Geodetic satellites
Mountain, desert, and
jungle flying
Ranger
Surveyor
GOVERNMENT
Aerospace industry
Air Commerce Act
viii
First World War aircraft
Flying Circus
Gliders
History of aviation
Man-powered flight
Mythology
Science fiction
Second World War
Aircraft
Speed records
Women in aerospace
World War I
World War II
HOME ECONOMICS
Fabrics
Flight Attendants
Spacesuits
Interiors of aircraft
MATHEMATICS
Binary numbers
Celestial navigation
Course plotting
Doppler navigation
Information systems
Navigation techniques
Orbits and trajectories
Parabola
Telemetry
Weight and balance
METEOROLOGY
Air
Air masses
Atmosphere
Barometric pressure
Clouds
Convection currents
Earth science
Evaporation and condensation
Fog
Humidity
Precipitation
Turbulence
Weather maps and charts
Weather satellites
Wind
PHYSICS
Aerodynamics
Aircraft propulsion systems
Airfoil
Airplane
Airspeed indicator
Astronautics
Attitude control
Automatic landing
Avionics
Bank
Bearing
Bernoulli’s principle
Boyle’s Law
Center of gravity
Computers
Doppler effect
Dynamic soaring
Electricity
Electromagnetism
Electronics
Energy
Engines
Flight Management
Gas turbine engines
Gyroscope
Heat energy
Heat shields
High-lift devices
Hydraulic systems
Hypersonic flight
Instrument panel
Lasers
Launching
Lifting-body vehicles
Maneuvers
Matter
Measurement of power
Metals and metallurgy
Newton’s Laws
Noise
Nuclear energy
Nuclear propulsion
Plasma
Power management
Radar
Radiation
Radio
Reciprocating engines
ix
Rendezvous and docking
Robots
Rotating combustion engines
Sailplanes
Semiconductors
Shock wave
Solar cells
Space propulsion systems
Supersonic flight
Television
Temperature scales
Wind tunnels
Wings
X-rays
SOCIAL STUDIES
Air defense systems
Air forces of the world
Airmail
Air taxis
Apollo
Army aviation
Atlas missile
Berlin airlift
Biographies
Blockhouse
Bombs
Careers
Cargo aircraft
Communications satellites
Crop dusting
Demonstration teams
DEW line
Economic implications
Educational implications
Eurospace
European aerospace activities
Fighter aircraft
Fixed base operation
Flight (as passenger)
Flight test programs
Flying doctor services
Forest fire control
Gemini
General aviation
Gliders
Gliding
Government in aerospace
Hangars
Helicopters
Heliports
High-speed surface
transportation
History of aviation
Homebuilt aircraft
Instrument flight
techniques
Insurance
Interplanetary travel
Jet aircraft
Jumbo jets
Kamikaze
Kennedy Space Center
Korean War
Launch facilities
Launch vehicles
Luftwafte
Lunar bases
Lunar exploration
Manned Orbiting
Laboratory
Manned spaceflight
Manufacturing
Mercury program
Military aircraft
Military implications
Military space program
Missiles
Mythology
NASA
Naval aviation
NORAD
Oceanographic research
Polar flights
Police and fire controls
Preflight training
Production techniques
Program management
Radio communications
Rescue and recovery
service
Rockets and rocketry
Runways
Safety statistics
Sailplanes
Satellites
Saturn rockets
Search and rescue
Social implications
Space Stations
Sport flying
Strategic Air Command
Supersonic transports
Systems engineering
Technological projections
Unidentified flying objects
U.S.S.R. aerospace
activities
Utility aviation
Weaponry
Wind tunnels
SPEECH AND
COMMUNICATIONS
Air traffic control
Communications satellites
Ground control approach
Morse code
Phonetic alphabet
Terminology of aerospace
x
I. EARLY HISTORY AND GROWTH
Suggested Activities
11. Report on:
1. Have students research and report
on the ideas of flying as expressed by early man.
a.
b.
c.
d.
e.
f.
g.
2.
a.
b.
c.
Invention of the kite.
Gunpowder rockets.
da Vinci’s sketches of
aircraft and parachute.
d. Montgolfier Brothers’
balloon.
e. Ferdinand von Zepplin’s
dirigible.
f. Sir George Cayley.
g. Otto Lilenthal.
h. Samuel Pierpont Langley.
i. How air mail service
developed.
j. Byrd’s first visit to the
South Pole, 1929; North
Pole, 1926.
k. Amelia Earhart
l. First trans-Pacific flight.
m. Round-the-world flights.
n. First experiments with
helicopters.
Winged men of Egypt.
Winged bulls of Assyria
Sinbad, the sailor
Arabs and their flying
carpets.
Simon, the Magician during
the time of Nero.
Oliver, the Monk, with
Daedalian wings.
The Saracen (11th century) robe with rods which
spread like wings.
Read the myths “Daedalus” and
“Phaeton.”
3. Make a time line of pictures of early
flying machine designs such as those of da Vinci, early
gliders, balloons, and all types of powered aircraft from
the Wright Brothers to modern times.
4.
5.
12. Make models of early type
gliders.
Write original stories concerning
the Greek mythology of aviation.
13. Make or display a time line
depicting aerospace events during mankind’s history.
Read and illustrate flight ideas
related to Native American legends.
6.
Make reports on the progress of
aviation such as:
“The Story of Air Transportation
Today”
“The Story of Air Transportation in
the Future.”
7.
Discuss the parachute and its role
in aviation.
8.
Make small parachutes to exhibit
with model airplanes.
14. Write a biographical sketch of:
a.
b.
c.
d.
e.
f.
g.
h.
Robert Goddard
Wright Brothers
Amelia Earhart
Charles Lindbergh
General William “Billy”
Mitchell
Edward Rickenbacker
General Daniel
“Chappie” James
James H. Doolittle
15. Develop a “Current Events in
Aviation” notebook or bulletin board.
9. Visit a museum if possible; if not,
have a discussion and reports on the National Air and
Space Museum in Washington, D.C.
16. Present reports on the latest
rocket developments.
10. Make comparison charts about
past and present flight records.
1
II. PROPERTIES OF AIR
Suggested Activities
1.
8. Draw a picture of an airfoil. Use
lines to demonstrate the stream of air moving over and
under the airfoil.
To prove that air is a real
substance:
9. Discuss the reasons for designing
streamlined cars, trains, and airplanes.
a. Blow up a paper bag
and burst it.
10. Construct mobiles of inflated
balloons. Observe changes in the balloons after one day,
two. Discuss reasons for the changes.
b. Blow into a Ziploc plastic
bag and seal it.
c. Push an inverted glass with
dry paper in the bottom into a pan of water.
2. To test for air resistance do the
following experiments. Time each drop.
11. Fill bio-degradable balloons with
helium (available at a welder’s supply store). Attach a
postcard with your name and address requesting that the
finder return the card. Discuss why and when you must
release them. Release the balloons on a windy day.
a. Drop a sheet of paper from
a ladder.
12. Blow soap bubbles. Discuss what
they are; why they break, etc.
b. Roll or crumple a second
sheet of paper and drop it from the same height.
13. Examine and manipulate a bicycle
pump or perfume atomizer. Feel the air stream as the
plunger is pushed.
c. Cut a third sheet of paper in
half lengthwise; lap the cut edge over to form a wide
cone; and drop it.
d. Make a paper ice cream cone by
rolling a fourth sheet of paper and taping the outer edge.
Drop it from the experimental spot.
e. Discuss the results and generalizations that can be made.
3. Demonstrate the “braking action” of
air. Drag a spring type clothespin through the air (or
water), then attach a ketchup bottle cap and repeat.
Notice the additional drag.
4.
Identify the layers of air and some
characteristics of each.
5.
Explain the difference between the
terms air and atmosphere.
6.
Make a circle graph showing the
composition of air.
7. Explain similarities of characteristics between air and water such as weight, mass,
pressure, density, etc.
2
PROPERTIES OF AIR
ILLUSTRATED ACTIVITIES
AIR TAKES UP ROOM
1.
Equipment:
Soda pop bottle
Small funnel
Soda straw
Modeling clay
Cupful of water
Seal the funnel tightly into the neck of the bottle with modeling
clay. Quickly pour the cup of water into the funnel. The water stays
in the funnel because the air in the bottle cannot get out.
Pass the straw through the funnel into the bottle. Suck out a
mouthful of air. Some of the water goes down into the bottle, taking
the place of the sucked out air.
2.
Equipment:
Wide-necked bottle or jar with an
air-tight lid
Soda straw
Modeling clay
Small balloon
Thread
Blow the balloon up just enough to fit very loosely in the bottle.
Tie a thread around the neck of the balloon so the air will not escape.
Drop the balloon into the bottle. Punch a hole in the lid and insert the
straw; reseal it with modeling clay. Screw the lid on the bottle. Suck
some of the air out of the bottle through the straw and place your finger
over the top of the straw to prevent air from rushing back into the
bottle. The balloon gets larger because the air inside the balloon
expands as the air pressure decreases in the bottle.
3.
Equipment:
Water glass
Cork
Large glass bowl
Facial tissue
Fill the bowl three-fourths full of water. Drop the cork on the top of
the water. Invert the glass over the cork and push to the bottom of the
bowl. The cork goes to the bottom of the bowl under the glass. Air in the
glass keeps the water out.
3
AIR HAS WEIGHT
4.
Equipment:
Wooden dowel stock or tinker
toy stick about a foot long
String, 1 yard
2 identical balloons
Inflate the balloons to the same size, and tie them at their necks with a
piece of string. Tie one balloon to each end of the dowel. Attach another
piece of string to the center of the dowel and suspend it from a convenient
place. Balance the dowel stock. Prick one balloon with a pin. As the air
rushes out, the pricked balloon shoots up and the heavier, air-filled one
drops down.
5.
Equipment:
Water glass
Piece of thin, flat cardboard
Fill glass to the top with water. Place the cardboard over
the glass. Carefully turn the glass upside down, holding cardbo
ard tightly to the glass. Take your hand away from the cardboard.
The cardboard stays in place against the glass. Tilt the glass or
hold it sideways, and the cardboard still remains in place.
At A and B the upward and downward pressures balance,
but at C the upward presser of air is greater than the downward
pressure of water and holds the cardboard in place.
6.
Equipment:
2 large, flat, rubber sink-stoppers
Air pressure tug-of-war: After wetting their surfaces,
press the two sink-stoppers together so that no air is between
them. Ask a friend to pull on one while you pull the other.
You can’t pull them apart. But just let the air get in between
the pads or plungers, and presto! they separate.
4
7.
Equipment:
Balloon
Water glass
Pan of hot water
Scissors
Cut the neck off a balloon. Heat an empty
glass in a pan of hot water. Slip the opening of the
balloon over the mouth of the glass. Let the glass
cool. The cool air contracts and sucks the balloon
into the glass.
WARM AIR HOLDS MORE
MOISTURE THAN COLD AIR
8.
Equipment:
Teakettle with a spout
Hot plate or burner
Large strainer
2 trays of ice cubes
Medium sized pan with handle
Boil water in the teakettle until steam comes from the
spout. Notice that the steam disappears into the air almost
immediately. Fill the strainer full of ice cubes and hold it
near the spout of the teakettle so the steam will pass
through it. Clouds form as the steam cools. Help the
students understand why.
Fill the pan with ice cubes and hold it where the
steam from the teakettle will hit the sides of the pan.
When the hot vapor or steam hits the sides of the pan, little
drops of water gather on the outside of the pan and drip
like rain. Why?
5
III PRINCIPLES OF FLIGHT
SUGGESTED ACTIVITIES
1.
Discuss weight.
2.
Drop the balls of different size and
weight, at the same time and observethat both
strike the floor simultaneously.
hand when it was put outside the window of a
moving automobile. What caused the drag against
the hand?
10. Demonstrate Newton’s Laws.
a. First Law: Show that a
small model car needs to be pushed to start it
moving and that it will keep moving until
something stops it (air, friction or another object).
3.
Discuss gravitational differences
on the earth and the moon.
4.
Compute and compare the weight
of objects on the earth and the moon.
5.
List some objects that temporarily
defy gravity: birds, kites, blowing leaves, gliders,
airplanes, rockets, etc.
6.
Draw the shape of an airfoil with
lines indicating the airstream over and under it.
Label areas of low pressure and high pressure.
Ask: How does air lift kites, leaves, etc.?
7.
Identify Lift as the force that
opposes gravity.
11. Make paper airplanes and fly them.
Discuss the action of the four forces: gravity, lift,
thrust and drag.
8.
Identify Drag as the force that
opposes lift.
12. Draw an airplane. Use arrows to
show where lift, gravity, thrust and drag occur.
9.
Recall the action of wind against the
b. Second Law: Push a small
model car with varying amounts of forceto show
that speed of movement is related to thrust.
i.e., Relate the other examples of thrust; tossing a
baseball, pedaling a bicycle, “shooting” a marble,
etc.
c. Third Law: Demonstrate action and reaction
by inflating a balloon and suddenly releasing it.
Discuss its actions.
6
IV. AVIATION APPLICATIONS OF BASIC PRINCIPLES OF SCIENCE
Suggested Activities
inclined plane and watch it gain speed. Try to
determine its rate of acceleration.
A. Bernoulli’s Principles: If in a stream tube, the
velocity of a fluid is increased, the pressure at that
point is decreased perpendicular to the direction of
flow.
1.
2.
D. Newton’s Third Law of Motion:
To every action there is an equal and opposite
reaction.
Hold the edge of a piece of paper between the
thumb and forefinger, letting the rest of the
paper curve over the top of the hand to form
an airfoil. Blow over the top of the curved
surface.
Suspend two ping-pong balls about one inch
apart. Blow between them.
3.
Build a wind tunnel.
4.
Discuss different types of aircraft wings and
their effect on flight.
5.
Identify other structural parts of a plane where
Bernoulli’s principle applies.
E.
1.
Fill a balloon with air
and release it suddenly. Account for its
motion after its release.
2.
Explain the relationship
between thrust and weight in view of this law.
3.
Tie a string to two adjacent
corners of a cardboard, and pull it through the
air.
Friction: Fluid friction varies according to the
square of the velocity. Dry sliding friction is
independent of speed.
1.
Measure the force required to pull a wooden
block along a smooth surface. Place rollers
under it, and measure again. Remove the
rollers and lubricate.
2.
Rub the palms of your
hands together briskly and notes the heat
generated. Next, place a small amount of oil
between the palms andthen rub them
together.
B. Inertia: A body at rest remains at rest and a body in
motion remains in motion until acted upon by some
outside force.
1.
Place a stack of blocks on a small cart. Pull the
cart in a straight line and then suddenly swerve the
cart. What happens? Stack the blocks and stop and
start the cart quickly. What happens?
2.
Suspend a 100 gm. weighton a spring balance.
Quickly raise the balance and note the reading.
Quickly lower the balance and note the decrease in
weight as it starts to drop.
3.
Discuss:
a. Where the effect of
these forces are found in the plane.
b. Safety factors and
the air regulations that pertain to them.
3.
Newton’s Law of Acceleration: The force
required to give an acceleration is directly
proportional to the acceleration. F = wa/g = force
required to give an acceleration of ‘a’. w= weight of
the accelerating body.
1.
2.
3.
Clamp one end of a meterstick to table.
Apply rotational force to illustrate torque.
4.
Discuss what a pilot meansby the “G”
forces on a body in flight.
Discuss how the above
laws account for centrifugal and centripetal
force.
Roll a marble down an
7
Discuss the effect of friction
in high velocity flight.
5.
Explain why heat is a factor
in high speed flight.
6.
Discuss ways in which friction is helpful in flight.
F.
Types of Forces: tension, bending,
compression, shear, torsion.
1.
2.
2.
Illustrate these forces by
running a thread over a pulley and attaching
weights. Bend a wire until it breaks. Note
the heat at the point of flexing.
J. Boyle’s Law: The volume of a gas varies
inversely with the pressure and temperature,
remaining constant.
Place a matchbox, or other
light box, under weights.
3.
Note the action of scissors
on paper.
4.
Align two metal bars side
by side with a hole through each. Insert a
match through the holes and pull the bars.
Fill a large plastic bottle with water.
Force a stopper in the opening. Continue
to apply pressure on the stopper until the
bottle bursts.
K=PV
P =absolute pressure
V =Volume
K =constant
1.
Place a partially inflated
balloon in a vacuum jar and evacuate
the jar. Note the increase in the size of
the balloon. Discuss.
2.
Discuss how the principle
illustrated above can apply to aviation.
3.
Explain why weather
balloons burst upon reaching high
altitudes.
G. Speed of Sound:
1. Use a metronome and strike a drum every half
second. Have others in the group increase their
distance from the drum gradually until they reach a
point where they cannot hear the sound of one drum
stroke until the next is completed. Measure the
distance of the group from the drum. Can you
compute the speed of sound?
K.
2. Discuss the meanings of sound barrier, Mach
number and sonic boom.
K = V/T
V = Volume
T = Absolute temperature
H. Archimedes’ Principle: A body in a fluid is buoyed
up by a force equal to the weight of the displaced
fluid.
Weigh a body of known volume in air and then in
water. Calculate the difference in weight under these
two circumstances. Compare this with the weight of
the displaced water.
I.
Pascal’s Law: If we increase the pressure in a liquid
that increase will be transmitted equally and
undiminished in all directions to the confined liquid.
1.
2.
Charles’ Law: The volume of a gas
varies directly, its absolute temperature
pressure remaining constant.
Obtain a hydraulic jack and study its
construction and action. Invite a
mechanic to explain the action of an
automobile hydraulic system.
L.
1.
Fill a balloon with cool air
place it near a radiator. Observe.
2.
Obtain an air thermometer.
Explain its action.
3.
Discuss the first balloon
ascensions made by open-bottomed canopies
filled with hot air.
Temperature Considerations
1.
Fill a large plastic bottle with water.
Force a stopper in the opening, Continue
to explain the action of an automobile
hydraulic system.
Measurement
Fahrenheit
Celsius
5/9 = c/F -32
a.
8
Demonstrate:
(1) The principle of a
thermometer.
(2) Various types of
thermometers.
(3) Two kinds of thermometer scales.
b.
c.
3.
b.
c.
d.
e.
2.
Make an alcohol thermometer.
Make a chart that shows the relationship
between Fahrenheit and Celsius
thermometers.
Solve problems by converting one scale
to another.
Keep temperature charts:
Hour daily, weekly, indoors, out-doors,
etc.
a.
Learn to identify clouds and determine
their significance.
b. Observe, record, and draw the types of
clouds viewed for several successive
days or weeks.
c. Discuss cloud seeding.
Temperature radiation
Thermal currents
b.
c.
d.
Discuss how radiant energy will raise the
temperature of objects.
Demonstrate the effect of color and
surface on the absorption of heat.
Demonstrate the effect of heating and
cooling upon air movements.
Demonstrate convection currents by
showing how air circulates through open
windows.
M. General Principles Which Underlie
the Basic Causes of Weather and Climate
Conditions.
1.
Air movement is caused by weight and
pressure difference.
a.
b.
c.
d.
e.
f.
g.
2.
Discuss and observe different kinds of
barometers.
Construct a mercury barometer.
Keep a daily record of pressure changes.
Construct a convection current box.
Discuss the meaning of “normal air
pressure.”
Discuss different units in which air
presure can be expressed.
Discuss factors causing pressure
variations.
The ability of air to hold water
vapor lessens as it cools.
a.
Clouds.
The nature and significance of clouds is determined
by temperature, turbulence, foreign particles and
water vapor content.
Insulation
a.
Observe “clouds” at the spout end of a
boiling tea kettle.
Build hygrometer and a psychrometer.
Determine the “dew point” temperature
of the atmosphere.
9
ACTIVITY
THE WIND TUNNEL
A wind tunnel is a tunnel-like chamber through which air is forced at controlled velocities to study the airflow about an
object suspended within it. Some wind tunnels are large enough to permit the action of wind pressure on huge airplanes or
missiles to be observed, and in these the wind velocity may have a force of several thousand miles per hour. Other wind
tunnels are small, with scale models of airplanes mounted in them. The wind tunnel described below is a simple one.
1.
Equipment:
With a pair of metal shears cut a window
near one end of the furnace pipe. Cover the
window with the transparent material, securing it to
the pipe with book-binding tape. Fasten the hooks in
the pipe so that when the glider is suspended from the
top hook it can be observed from the window.
Set the cardboard separators flush against the
furnace pipe, at the end opposite the window. Set the
electric fan inside the box containing the cardboard
separator. These separators straighten the swirling
air current from the electric fan.
Piece of furnace pipe about 4 feet long
Piece of pliofilm, acetate, or some other
transparent material for the tunnel window.
Separations from a cardboard carton*
Scotch tape
Corrugated box.
Small electric fan
Bookbinding tape or similar adhesive tape
2 Small hooks, the kind used for hanging
Metal shears
3. To suspend a Paper Glider in a Wind Tunnel:
2. Directions:
2.
Open the cardboard separators and reinforce
the corners with scotch tape. Open the
corrugated box on both ends and push the
flaps inside the box to make the box stronger.
Fit the cardboard separators into one end of
the box. They should fit snugly.
Equipment:
Airplane rubber
Notebook reinforcement rings
Glue
Pin
Purchase airplane rubber (by the yard) at a hobby
shop. Slip one end of the rubber between two
notebook reinforcement rings and glue them together.
Fasten this end to the glider as shown in the diagram;
then anchor with a pin.
10
V. PARTS OF AN AIRPLANE
Suggested Activities
A. The Airframe
1.
Display pictures of airplanes from magazines,
books, airlines, etc.
2.
Review the basic parts of a plane that make up
the plane’s airframe, wing, fuselage, tail
assembly and landing gear and their
functions.
B. Control Surfaces
3.
Introduce the term control surfaces as parts
which control the stream of air over parts of
the plane.
4.
Use a model airplane to identify the control
surfaces of the wing: flaps and ailerons.
Raise and lower the flaps and illustrate with a
chalkboard drawing the effect of each of these
on the airstream. Explain how these are used
in takeoff and landing.
5.
Use a model airplane to identify the ailerons
on the wings. Use a chalkboard drawing to
demonstrate the effect that moving the
ailerons has on the air and, in turn, the plane.
6.
Construct model gliders from kits or balsa
wood. Experiment with raising the right
aileron and lowering the left. Launch the
glider and observe its movement through the
air. Then raise the left aileron and lower the
right before launch. Compare the results of
the two trial launches.
7.
Use the model airplane or glider to identify
parts of the tail assembly: rudder, horizontal
stabilizer and elevators.
8.
Use the model gliders made by students. Raise
the elevators and launch the glider. Bring the
elevators level with the stabilizer and launchthe
glider. Discuss the results.
9.
To observe the effects of moving the rudder,
bend the rudder to the left and launch the
glider. Then turn the rudder to the right and
launch. Notice the directions the glider takes.
10. Experiment with the reaction produced by a
combination of controls:
a. Left ailerons down, right
up, rudder right, elevators down.
b. Left aileron down, right up,
rudder right, elevators up.
c. Left aileron up, right down,
rudder left, elevators down.
d. Left aileron up, right down,
rudder left, elevators up.
11. Have students record their observations of the
movements of the plane produced by
12.
13.
14.
15.
16.
11
combinations of controls and explain reasons
for the various movements.
Identify the leading edge andthe trailing edge
of the wing.
Use duplicated copies of an airplane drawing.
Have students label the parts of the airframe
and the surface controls.
Make paper gliders and experiment with
control surfaces.
Use the model airplane or glider to practice
basic movements of an airplane.
a. Pitch-- the motion of the
plane around the lateral axis.
b. Yaw--the movement of the
plane around the vertical axis.
c. Roll--motion of the plane
around the longitudinal axis.
Discuss camber and chord of an airfoil and
how they may differ.
The Main Parts
Of an Airplane
1. Propeller
2. Landing Gear
3. Wing Strut
4. Wing
5. Right Wing Aileron
6. Right Wing Flap
7. Fuselage
8. Horizontal Stabilizer
9. Fin and Dorsal
10. Rudder
11. Elevator
12. Left Wing Flap
13. Left Wing Aileron
14. Door
15. Seat
16. Windshield
17. Engine Cowl
18. Spinner
19. Wheel Cover
20. Landing Light
21. Wing Tip Light
12
VI. AERONAUTICAL CHARTS
Solution: 80 miles on the ground is show by 1 inch
on the chart. Divide 340 by 80 to find the number
of inches.
340 ÷ 80 = 4 ¼ inches
A. Aeronautical Charts: Maps used
by airplane pilots. Each chart represents a small part of
the country. It shows the cities, highways, railroads,
rivers, and lakes which the pilot can see from the air. It
gives the heights of hills and mountains, and shows such
things as water towers and high wires. Every landmark
which can be seen from the air is shown on the charts.
1. Display sectional charts or, if
possible, distribute one per four or five
students.
2. Locate the Chart’s symbol key.
Copy the symbols for:
a. cities
b. small communities
c. single buildings
d. highways
3. railroads
f. radio towers
g. power lines
h. VOR stations
I. airports
3. Call attention to and discuss possible meanings
of the colors on the chart.
4. On the legend of thechart find the scale which
shows colors. Practice finding locations with
varous altitudes.
5. Discuss the importance to the pilot of the
colors on the chart.
6. Chose two towns or cities and “fly” the route
between them Measure the mileage with a
ruler. Write it in inches and centimeters.
B.
PROBLEMS: Find the missing number in each of the
following problems:
Distance on Distance on
Scale
Chart
Ground
1. 1 in.=16 mi.
4 in.
?
2. 1 in.=16 mi.
3 ½ in.
?
3. 1 in.=80 mi.
4 ¾ in.
?
4. 1 in.=32 mi.
?
100 mi.
5. 1 in.=8 mi.
?
75 mi.
6.
?
9 ½ in.
304 mi.
7.
?
7 1/8
114 mi.
8. 1 in.=32 mi.
5 11/16 in.
?
9. If the scale of a chart is 1:1,000,000, what is the
approximate number of miles on the ground which
is reprsented by one inch on the chart/
10. If the scale of a chart is 32 miles to one inch, what
is the approximate ratio of the scale?
C. Using the Chart to Find Directions.The scale on a
chart is easily used to find the distance between any
two places on the chart. Use a ruler to measure
between the two places. Then change the
measurement to miles by the use of the scale.
Example: Cameron is 1 7/8 inches from Vinson on a
chart which has been drawn on a scale of 1 inch to 8
miles. What is the distance between Cameron and
Vinson?
Solution: Multiply 1 7/8 by 8 to find the number of
miles. 1 7/8 x 8 = 15/8 x 8 = 15 miles.
Using the Scale of Miles
All aeronautical charts have been drawn to exact
scale. The smallest scale is on an aeronautical
planning chart; it is 80 miles to an inch. This inch
on the chart represents 5,000,000 inches on the
ground. The largest scale is on the sectional it is a
ratio of approximately 1:5,000,000, which means
that on this chart; 8 miles to an inch. This is a
ratio of approximately 1:500,000.
Example: What is the distance
between two airports, if they are six inches
apart on an aeronautical chart which has a scale
of 32 miles to one inch?
Solution: 1 inch on the chart represents 32
miles on the ground. Multiply 32 x 6 to find the
distance. 32 x 6 = 192 miles.
Example: If the scale on a chart is 80 miles to
one inch, how many inches will represent a
distance of 340 miles?
Practice Chart
Six cities are shown on a practice chart which has
been prepared for use in the problems below.
Notice the scale which is shown beneath the chart.
13
Milden
Bates
Evert
Gary
Reed
Coe
0
16
32
48
64
1 inch = 32 miles
PROBLEMS: Find the distance in inches on the chart and the distance in miles on the ground for the following problems.
Flight
1. Reed to Evert
2. Bates to Coe
3. Reed to Gary
4. Gary to Coe
5. Bates to Gary
Distance in
Inches
2 5/8 in.
?
?
?
?
Distance in
Miles
84 mi.
?
?
?
?
Use the scale of 1 inch to 80 miles for the following.
6. Reed to Coe
?
?
7. Bates to Milden
?
?
8. Bates to Evert
?
?
9. Milden to Evert
?
?
10. Reed to Milden
?
?
11. Use the practice chart and a scale of 1 inch = 64 miles to find the distance
between Bates and Reed.
12. Use a scale of 1 inch = 16 miles to findthe distance between Coe and Milden.
14
ANSWER SHEET
Answers to Scale Problems
Distance On:
1.
2.
3.
4.
5.
6.
7.
8.
Scale
1 IN = 16 MI
1 IN = 16 MI
1 IN = 80 MI
1 IN = 32 MI
1 IN = 8 MI
1 IN = 32 MI
1 IN = 16 MI
1 IN = 32 MI
Chart
4 IN =
3½ IN =
4¾ IN =
31/8 IN =
93/8 IN =
9½ IN =
71/8 IN =
5 11/16 IN
=
Ground
64 MI
56 MI
380 MI
100 MI
75 MI
304 MI
114 MI
182 MI
(16 x 4 = 64)
(16 x 3½ = 56)
(80 x 4¾ = 380)
(100 ÷ 32 = 3 1/8)
(75 ÷ 8 = 9 3/8)
(304 ÷ 9½ = 32)
(114 ÷ 7 1/8)
(32 x 511/16 = 182)
9.
Known: Sectional Chart Scale of 1:500,000 is about 8 miles to the inch then a scale
of 1:1,00,000 is about 16 miles to the inch; or, 1,000,000 ÷ 12 ÷ 5280 = 15.78 = 16 MI.
10. Known: 1:1,000,000 = 16 miles then 32 miles = 1 IN at a scale of 1:2,000,000; or,
2 x 12 x 5280 = 2,027,520 or about 2,000,000.
Answers to Chart Problems
(Distance in inches x 32 = )
1.
2.
3.
4.
5.
Scale 1 IN = 32 MI
25/8 IN = 84 MI
2¾ IN = 88 MI
13/8 IN = 44 MI
1 IN = 32 MI
1¾ IN = 56 MI
Scale 1 IN = 80 MI
21/8 IN = 170 MI
2½ IN = 200 MI
2 11/16 IN = 215 MI
5/16 IN = 25 MI
29/16 IN = 205 MI
(Distance in inches x 80 = )
6.
7.
8.
9.
10.
Scale 1 IN = 64 MI
11. 1¼ IN = 80 MI
(Distance in inches x 64 = )
Scale 1 IN = 16 MI
12. 17/16 IN = 23 MI
(Distance in inches x 16 = )
15
VII. THE COMPASS
A. The Magnetic Compass: An aircraft instrument which shows the pilot his direction of
flight.
7. Use a pencil to “fly” a course or heading of 30°,
150°, 24°, 30°, etc.
8. Display pictures of a magnetic compass used in an
airplane.
9. Discuss the markings on the magnetic compass.
Explain that the compass card remains stationary
while the aircraft rotates around it, allowing the
compass heading (direction being flown) to show in
the compass “window.”
10. Practice reading the magnetic compass.
11. Construct simple, working compasses.
A magnetic compass is designed in such a way that the
needle always points to the north, which is considered to
be 0°. The other directions are known in relation to north
(0°).
1. Display a magnetic compass or picture of
compasses. Show both mounted and unmounted
types.
2. Examine and discuss the pocket compass hikers
carry.
3. Explain the difference betweenmagnetic north and
true north.
*4. Draw a large circle. Make a vertical line through
the center and an intersecting horizontal line
through the vertical line. Label the points N, S, W,
and E. These represent the cardinal points on a
compass.
5. Intercardinal points are points between the
cardinal points. Locate northwest, northeast,
southwest and southeast on the circle.
6. Draw a circle. Draw a vertical line through the
circle. Label the points 0° and 180°. Add points
90° and 270° by drawing a horizontal line through
the circle, intersecting the vertical
B. Using the Compass to Find
Directions.
PROBLEMS: Find the number of degrees for each
of the directions below.
1.
2.
3.
4.
5.
6.
7.
8.
9.
*A good series of lessons on fundamental principles
with worksheets and pictures for duplication is included
in Aviation for the Elementary Level, Beech Aircraft
Corporation, Wichita, KS 67201.
line. Complete the circle by marking points at intervals
of 30 degrees. Determine that a circle has 360 degrees.
Compare this drawing to a compass dial.
Number of
Direction
Degrees
North
0°
East
?
South
?
West
?
Northeast
?
Southeast
?
Southwest
?
Northwest
?
What direction is shown by a compass reading of
360°?
10. What angle of flight is taken by a plane which flies
exactly halfway between west and northeast?
NOTE: More complicated problems on use of the
magnetic compass may be found inPilot’s Handbook
of Aeronautical Knowledge.
16
VII. ALTIMETER
Example: If the temperature on the ground is 80°, what
is the temperature of the air at 5,000 feet altitude?
Solution: The temperature change is 3.5° per 1,000 feet.
Since the altitude is 5,000 feet, multiply 3.5 by 5.
3.5 x 5 = 17.5 degrees. The temperature at 5,00 feet is
80° - 17.5° = 62.5°.
A. Altimeter: An instrument in an airplane which
shows the height (altitude) of the plane above sea level.
1. Display an altimeter or picture of altimeter.
2. Desribe the function and operation of altimeters.
3. Practice reading the altimeter.
4. Construct altimeter dials using paper plates.
Attach construction paper hands with brass
paper fasteners.
5. Practice reading and setting the paper
“altimeters.”
6. Make rough sketches of objects such as office
buildings, towers, mountains, etc. and their
heights above sea level. Solve problems
concerning:
a.
the altitude a plane must fly in order to be
1,000 feet, 5,000 feet, etc. over each
object.
b.
how high over each object a plane will be
if it flies at 2,000 feet; 3,200 feet; 4,500
feet, etc.
PROBLEMS
Ground
Temperature
Air
Temperature
at:
Temperature
1. 70°
3,000 feet
?
2. ?
4,000 feet
56°
3. 83.5
7,000 feet
?
4. ?
20,000 feet
0°
5. 88.5°
?
76°
6. 0°
2,000 feet
?
7. 74.5°
11,000 feet
?
8. 65°
12,000 feet
?
9. If the temperature is 22° at 21,000
ft.altitude, what is the ground temperature?
10. What is the temperature at 17,000 ft.
altitude when the ground temperature is 92°?
B. Temperature Changes with Differences in Altitude
The average loss of heat is about 3.5 degrees Fahrenheit
for each thousand feet increase in altitude up to about
seven to ten miles.
NOTE: Problems dealing with altimeter corrections to
compensate for atmospheric changes in pressure and
temperature may be found in thePilot’s Handbook of
Aeronautical Knowledge, FAA, 1979.
ANSWERS
Ground
Temperature
Altitude
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
3,000 FT
4,000 FT
7,000 FT
20,000 FT
3,570 FT
2,000 FT
11,000 FT
12,000 FT
21,000 FT
17,000 FT
70°
70°
83.5°
70°
88.5°
0°
75.5°
65°
95.5°
92°
Ambient
Temperature
59.5°
56°
59°
0°
76°
-7°
36°
23°
22°
35.5°
17
IX. TACHOMETER
A. Tachometer: A device for counting. It is used to
show the number of revolutions per miunte (RPM) of
the aircraft engine. An airplane needs one tachometer
for each of its engines.
1. Display a tachometer or pictures of
tachometers.
2. Recall the automobile odometer. Discuss the
similarity of its functions with the function of a
tachometer.
3. Construct tachometer dials from paper plates
and attach hand with a brass paper fastener.
4. Practice reading tachometers at various
settings.
5. Relate revolutions per minute(RPM) to speeds
on a stereo turntable such as 331/3, 45 and 78
RPM.
6. Discuss reasons why automobiles have only one
odometer, but airplanes may have two or more
tachometers.
B. An airplane’s engines often run faster than its
propellers. For example, on one airplane, the most
efficient engine speed is 3,000 RPM, while the most
efficient propeller speed is about 1,500 RPM. A set
of reduction gears permits the engine to run at 3,000
RPM while the propeller turns at 1,500 RPM. When
this happens, the ratio of engine RPM to propeller
RPM is two to one (2:1). Other ratios can range
from 4:3 to 3:1.
Example: If an airplane runs at 3780 RPM, and the
ratio of engine speed to propeller speed is 3:1, what is
the speed of the propeller?
Solution: Since this ratio of engine speed to
propeller speed is 3:1, divide 2780 by 3 to find the
propeller speed. 3780 ÷ 3 = 1260 RPM.
Example: What is the ratio between an engine speed
of 3050 RPM and a propeller speed of 1220 RPM?
Solution: Divide 3050 by 1220 to find the ratio.
3050 ÷ 1220 - 2.5
The ratio is 2.5 or 2.5:1. This ratio may also be
written as 5:2.
PROBLEM: Find the missing number in each of the
problems.
Ratio of
Engine Speed
Propeller
to Propeller
Engine Speed
Speed
Speed
1. 3160 RPM
?
2:1
2. 3400 RPM
?
5:2
3.
?
1450 RPM
3:2
4.
?
1250 RPM
3:1
5. 3150 RPM 1575 RPM
?
6. 2800 RPM 1680 RPM
?
7. 1800 RPM
?
4:3
8.
?
1470 RPM
16:7
9. What is the ratio between an enginespeed of 2910
RPM and a propeller speed of 1940 RPM?
10 If an airplane propeller turns at 1120
RPM and the ratio of engine speed to propeller
speed is 12:7, what is the engine speed?
ANSWERS
Engine
Speed
1.
2.
3.
4.
5.
6,
7.
8.
9.
10.
NOTE:
Propeller
Speed
Ratio
3160
1580
2:1
(3160 ÷ 2 = )
3400
1360
5:2
(3400 ÷ 5 x 2 = )
2175
1450
3:2
(1450 x 3 ÷ 2 = )
3750
1250
3:1
(1250 ÷ 3 = )
3150
1575
2:1
(3150 ÷ 1575 = )
2800
1680
1:7:1
(2800 ÷ 1680 = )
1800
1350
4:3
(1800 ÷ 4 x 3 = )
3360
1470
16:7
(1470 x 16 - 7 = )
2910
1940
1:5:1 (3:2)
(2910 ÷ 1940 = )
1920
1120
12:7
(1120 x 12 ÷ 7 = )
Problem #6 solution could be written 17:10 in the same manner as problem #9, i.e., 1.1:1 - 3:2.
18
X. TIME IN AVIATION
The clock is one of the most useful flight instruments. It
is used in the figuring of such important items as the time
required for a flight, the average gound speed, and
determining the airplane’s position. All these are more
crucial in aviation than in ground transportation.
7.
8.
9.
230 miles
100 MPH
?
280 miles
120 MPH
?
What is the length of a flight of 450
miles at an average speed of 90 MPH?
10. A plane flies 370 miles at an average
ground speed of 95 MPH. What time is required
for the flight?
A. Military Time is measured in twenty-four hour units.
The unit begins at 0001 hours after midnight and
continues to the following midnight which is 0000
hours. Twelve o’clock noon is 1200 hours. Time
after noon begins at 1300 hours and continues to
midnight.
Standard
Military
Examples:
9:00 a.m.
0900 hours
10:30 a.m.
1030 hours
12:00 noon
1200 hours
1:15 p.m.
1315 hours
6:49 p.m.
1849 hours
10:30 p.m.
2230 hours
12:00 p.m.
0000 hours
C. Average Ground Speed.
The problems in this section are applications of the
familiar TIME, RATE and DISTANCE formulas
which can be used in problems of automobiles and
trucks as well as aircraft. Average ground speed is
the RATE in these problems:
RATE x TIME = DISTANCE
DISTANCE ÷ TIME = RATE
or
PROBLEMS:
Change the standard time to military time.
1. 1:40 p.m.
6. 12:30 p.m.
2. 5:16 p.m.
7. 11:49 p.m.
3. 7:39 p.m.
8. 2:32 p.m.
4. 6:47 p.m.
9. 12:20 p.m.
5. 8:35 p.m.
10. 11:43 p.m.
Change the military time to standard time.
1 0430 hours 6. 2041 hours
2. 1619 hours 7. 1022 hours
3. 0003 hours 8. 2347 hours
4. 1317 hours 9. 0103 hours
5. 2148 hours 10. 1508 hours
or
RATE
DISTANCE
RATE
=
TIME
Example: What is the average ground speed for a
flight of 400 miles in 3 hours, 20 minutes?
Solution: Divide 200 by 31/3 hours:
400 ÷ 31/3 = 400 ÷ 10/3 = 400 x 3/10 = 120 MPH
PROBLEMS: Find the average speed for each of the
flights in problems such as the following:
Average
Ground
Distance
Time
Speed
1.
285 miles
3 hours
?
2.
780 miles
6½ hours
?
3.
800 miles
51/3 hours
?
4.
1260 miles 4 hours, 40 min
?
5.
2875 miles 6 hours, 15 min
?
6.
675 miles
4½ hours
?
7.
594 miles
3 hours, 18 min
?
8.
245 miles
2 hours, 27 min
?
9.
What is the ground speed for a flight
of 595 miles in three and one-half hours?
10. An airplane flies 1104 miles in 4
hours, 36 minutes. What is the average ground
speed?
PROBLEMS:
Solution: Divide 329 by 94.
329 ÷ 94 = 3 ½ hours = 3 hours, 30 minutes.
Find the time required for flights in problems such as
the following:
1.
2.
3.
4.
5.
6.
=
DISTANCE ÷ RATE = TIME
B. Time Required for a Flight
Example: What will be the length of a flight of 329
miles at an average speed of 94 MPH?
Average
Distance Ground Speed
275 miles
110 MPH
180 miles
45 MPH
585 miles
130 MPH
2475 miles 275 MPH
1875 miles 600 MPH
195 miles
65 MPH
DISTANCE
TIME
Time
?
?
?
?
?
?
D. Fuel Consumption.
19
Having plenty of gasoline is more important in
aviation than in driving a car. The pilot must be able
to plan his flight to have more fuel than he needs. He
figures the amount of gaoline his plane should use,
and adds a reserve for emergencies. A fuel reserve of
25% is usually allowed.
1.
Figuring the amount of fuel
without a reserve:
Example: How much gasoline will be used in a
flight of two hours, twenty minutes if the engine
uses six gallons per hour?
Solution: Change two hours, twenty minutes to
140 minutes. Multiply 140/60 by 6 to find the
amount of fuel used.
140
60
x 6 = 14
gallons
PROBLEMS: Find the number of gallons of gasoline
needed to include a 25% fuel reserve for the flights.
Amount
to
Fuel Con- Amount Include
Flying
sumption of Fuel
25%
Time
Per Hour
Used
Reserve
1. 3 hrs,
40 min.
9 gallons
?
?
2. 2 hrs.,
30 min.
8 gallons
?
?
3. 2 hrs.,
24 min.
5 gallons
?
?
4. 4 hrs.,
20 min.
12 gallons
?
?
5. 6 hrs.,
50 min.
24 gallons ?
?
Find the number of gallons of gasoline needed to include
a 20% fuel reserve for the flights.
6. 4 hours
6 gallons
?
?
7. 3 hours,
30 min.
9 gallons ?
?
8. 3 hours,
20 min.
15 gallons ?
?
9. 8 hours,
20 min.
24 gallons ?
?
10. 4 hours,
10 min.
18 gallons ?
?
PROBLEMS: Find the number of gallons of fuel
which will be used in flights.
Fuel ConAmount
sumption
of Fuel
Flying Time
Per Hour
Used
1. 3 hrs., 30 min.(3.5)
6 gallons
?
2. 5 hrs., 20 min.(5.33)
12 gallons
?
3. 4½ hrs (4.5)
5 gallons
?
4. 4 hrs., 22½ min. (4.375) 20 gallons
?
5. 6 hrs., 10 min.(6.17)
40 gallons
?
6. 2 hrs., 24 min.(2.4)
5 gallons
?
7. 3 hrs., 12 min.(3.2)
15 gallons
?
8. 5 hrs., 5 min. (5.08)
18 gallons
?
9. How much gasoline will be consumed in a flight
of three hours, forty minutes If the engine uses nine
gallons per hour?
(3.67 x 9 + ?)
10. An airplane makes a flight of six
hours, forty-two minutes. The engine uses an
average of 18 gallons of gasoline per hour. How
much gasoline will be consumed during the flight?
2. Figuring the amount of fuel needed with a percentage
reserve:
Example: How much gasoline will be needed for a
flight of four hours, twenty minutes if the engine uses
nine gallons per hour, and a fuel reserve of 25% is
desired?
Solution: Change four hours, twenty minutes to 4.33
hours. Multiply 4.33 by 9 to find the amount of fuel
to be used.
4.33 x 9 = 38.57 gallons.
Since a fuel reserve of 25 % is to be carried, 38.57
gallons = 75% of total fuel to be carried.
Divide 38.57 by .75 to find the total amount of fuel.
38.57 ÷ .75 = 51.96 gallons.
20
ANSWERS
A. Military Time
1. 0140 HRS
2. 1716 HRS
3. 1939 HRS
4. 1874 HRS
5. 2035 HRS
1.
2.
3.
4.
5.
4:30 AM
4:19 PM
12:03 AM
1:17 PM
9:48 PM
6.
7.
8.
9.
10.
1230 HRS
2349 HRS
1432 HRS
1220 HRS
2343 HRS
6.
7.
8.
9.
10.
8:41 PM
10:22 AM
11:47 PM
1:03 AM
3:08 PM
B. Time Required for a Flight
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Distance
Average GS
Time
275 miles
180 miles
585 miles
2475 miles
1874 miles
195 miles
230 miles
280 miles
450 miles
370 miles
110 MPH
45 MPH
130 MPH
275 MPH
600 MPH
65 MPH
100 MPH
120 MPH
90 MPH
95 MPH
2.5 = 2 HRS 30 MIN
4 HRS
4.5 = 4 HRS 30 MIN
9 HRS
3.125 = 3 hRS 7 1/12 MIN
3 HRS
2.3 - 2 HRS 18 MIN
2.33 = 2 HRS 20 MIN
5 HRS
3.9 = 3 HRS 54 MIN
Distance
Time
Average GS
285 miles
780 miles
800 miles
1260 miles
2875 miles
675 miles
594 miles
245 miles
595 miles
1104 miles
3 HRS
6 1/2 HRS
5 1/3 HRS
4 HRS 40 MIN
6 HRS 15 MIN
4 1/2 HRS
3 HRS 18 MIN
2 HRS 27 MIN
3 1/2 HRS
4 HRS 36 MIN
95 MPH
120 MPH
150 MPH
270 MPH
460 MPH
150 MPH
180 MPH
100 MPH
170 MPH
240 MPH
C. Average Ground Speed
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
21
D. Fuel Consumption
1. No Reserve
Flying Time
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Fuel Consumption*
(GPH)
3.5 HRS
5.33 HRS
4.5 HRS
4.275 HRS
6.17 HRS
2.4 HRS
3.2 HRS
5.08 HRS
3.66 HRS
6.7 HRS
Fuel Used (Total)
6 GPH
12 GPH
5 GPH
20 GPH
40 GPH
5 GPH
15 GPH
18 GPH
9 GPH
18 GPH
21 GAL
64 GAL (63.96)
+ 23 GAL (22.5)
+ 88 GAL (87.5)
+ 247 GAL (246.8)
12 GAL
48 GAL
+ 92 GAL (91.44)
+ 33 GAL (32.94)
+ 121 GAL (120.6)
*GPH--Gallons Per Hour
+Round up to next gallon (a safety consideration)
2. With Reserve
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Flying Time
GPH
3.66 HRS
2.5 HRS
2.4 HRS
4.33 HRS
6.83 HRS
4.0 HRS
3.5 HRS
3.33 HRS
8.33 HRS
4.17 HRS
9 GPH
8 GPH
5 GPH
12 GPH
24 GPH
6 GPH
9 GPH
15 GPH
24 GPH
18 GPH
Fuel Used
33 GAL (32.94)
20 GAL
12 GAL
52 GAL (51.96)
164 GAL(163.92)
24 GAL
32 GAL (31.5)
50 GAL (49.95)
200 GAL(199.2)
76 GAL (75.06)
22
Plus Reserve
25%
25%
25%
25%
25%
20%
20%
20%
20%
20%
44 GAL (43.92)
27 GAL (26.6)
16 GAL
70 GAL (69.28)
219 GAL (218.56)
30 GAL
40 GAL (39.375)
63 GAL (62.44)
249 GAL
94 GAL (93.83)
VI. Air Speed Indicator
A. Airspeed Indicator: An instrument which shows the
speed at which an airplane is moving through the air.
1. Display an airspeed indicator or
a picture of one.
2. Discuss similarities of the
airspeed indicator and an automobile
speedometer.
3. Discuss differences of the airspeed indicator and automobile speedometer
in terms of:
a. what is being measured
b. the units of measurement
used.
c. relationship to actual speed
4. Practice “reading” airspeed indicator.
5. Explain the purpose of the
green arc, white arc, yellow arc, and red line.
6. Determine the “caution range”
of the airspeed indicator.
7.
1.
2000 feet 100 MPH
?
2.
3500 feet 110 MPH
?
3.
3000 feet 180 MPH
?
4. 10000 feet 210 MPH
?
5.
2700 feet 115 MPH
?
6.
4500 feet 140 MPH
?
7.
6000 feet 120 MPH
?
8.
2500 feet 90 MPH
?
9.
What is the true air speed of a plane
which flies at an altitude of 7000 feet with an
indicated air speed of 230 MPH?
10. What is the true air speed of a plane
which flies at 16000 feet with an indicated air
speed of 312 MPH.
C. Corrections for Wind.
An airplane is carried along with movements of the
air in which it flies. Because the air is nearly always
in motion, the speed of the plane over the ground may
be either more or less than theindicated air speed.
Review the relationship between
1
miles and nautical mile (1 knot = 1 /16
statute miles per hour).
Ground speed can be obtained by adding the wind
speed to the indicated air speed whenever the plane
flies with the wind. This is called a tail wind.
Example: What is the ground speed if the indicated
speed is 110 MPH and the plane is flying with a
tail wind of 20 MPH?
Solution: Ground speed is 110 + 20 = 130 MPH.
Ground Speed can also be obtained by subtracting
the wind speed from theindicated air speed
whenever the plane is flyingagainst the wind. This
is called a head wind.
Example: What is the ground speed if the
indicated air speed is 110 MPH and the plane is
flying against a wind of 20 MPH?
Solution: Ground speed is 110-20 = 90 MPH.
B. Corrections to Indicated Air Speed for Differences in
Altitude
The indicated air speed on the airspeed indicator will
seldom be the actual speed of the airplane. Airspeed
indicators show airspeed at sea level. As the plane
rises in altitude, the air becomes thinner and it does
not offer as much pressure against the airspeed
indicator. Therefore, the indicator reads less than the
true air speed.
True Air Speed can be obtained by adding two
percent of the indicated air speed for each thousand
feet of altitude.
Example: What is the true air speed of a plane which
flies at 5000 feet altitude if the indicated air speed is
150 miles per hour?
Solution: The correction is two percent per thousand
feet of altitude. Since the altitude is 5000 feet,
multiply 2% by 5.
2% x 5 = 10%
10% of the indicated air speed is 150 miles per hour
is 150 x .10 = 15.
True air speed is 150 + 15 = 165 miles per hour.
PROBLEMS: Find the ground speed in such
problems as the following:
Indicated
Head
Tail
Ground
Air Speed
Wind
Wind
Speed
1. 115 MPH
25 MPH
?
2. 120 MPH 15 MPH
?
3. 160 MPH
27 MPH
?
4. 70 MPH
15 MPH
?
5. 95 MPH 13 MPH
?
6. 160 MPH 27 MPH
?
7. 105 MPH
5 MPH
?
8. 260 MPH 40 MPH
?
9.
What is the ground speed of an airplane which flies at true air speed of 215
MPH in a tail wind of 55 MPH?
PROBLEMS: Find the true air speed in problems
such as the following:
Altitude
Indicated
True
Air Speed Air Speed
23
10.
What is the ground speed of an airplane
which flies at a true air speed of 160 MPH
into a head wind of 32 MPH?
NOTE: More complicated problems of aerial
navigation in which winds are at various
angles to the line of flight can be found
in the Private Pilot Airplane Written
Test Guide.
D. Corrections for Differences inboth Altitude and Wind
Corrections must be made for both altitude and wind
to find the actual ground speed of an airplane.
Example: An airplane flies at 6000 feet altitude
into a head wind of 30 MPH at an indicated air
speed of 120 MPH. What is its ground speed?
Solution: The correction for altitude is 2% per
thousand feet of altitude. Since the altitude is 600
feet, 6 x 2% = 12%. Multiply the indicated air
speed of 120 MPH by .12.
102 x .12 = 14.40 MPH
True air speed is 120 + 14.40 = 134.40 MPH.
Subtract the head wind of 30 MPH from the true
air speed,
134.40 - 30 = 104.40 MPH
ground speed.
PROBLEMS: Find the ground speed in problems
such as:
Indicated
Head
Tail Ground
Altitude Air Speed
Wind
Wind Speed
1.1.3000 ft. 120 MPH
15 MPH ?
2.4000 ft. 150 MPH 20 MPH
?
3. 8000 ft. 160 MPH
25 MPH ?
4. 3350 ft. 165 MPH
19 MPH ?
5. 4700 ft. 215 MPH
27 MPH
?
6. 6500 ft. 170 MPH
30 MPH
?
7. 5000 ft. 110 MPH
40 MPH
?
8. 7000 ft. 140 MPH
35 MPH ?
9.
What is the ground speed of an airplane which flies at 7500 feet at an indicated
air speed of 135 MPH into a head wind of 30
MPH?
10. A plane flies with a 40 MPH tail
wind at an indicated air speed of 135 MPH
into a head wind of 30 MPH?
24
B.
True Airspeed Computations
ANSWERS
Altitude (ft)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2,000
3,500
3,000
10,000
2,700
4,500
6,000
2,500
7,000
16,000
IAS (MPH)
TAS (MPH
100
110
180
210
115
140
120
90
230
312
104
117.7
190.8
252
121.2
152.6
134.4
94.5
262.2
411.84
Correction Factor
+ 4%
+ 7%
+ 6%
+ 20%
+ 5.4%
+ 9%
+ 12%
+ 5%
+ 14%
+ 32%
IAS-- Indicated Airspeed
TAS--True Airspeed
CAS--Calibrated Airspeed--Not Used Here--Instrument Error Correction
C.
Corrections for Wind (Groundspeed)
TAS
(MPH)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Headwind
Tailwind Groundspeed
(MPH) (MPH)
(MPH)
115
25
140
120
15
105
160
27
187
70
15
85
95
13
82
160
27
137
105
5
100
260
40
220
7500 FT - 135 MPH - 30 MPH Headwind (-)
135 + 15% = 155.25 - 30 = 125.25
4000 FT - 120 MPH - 40 MPH Tailwind (+)
120 + 8% = 129.6 + 40 = 169.6
D. Altitude and Wind Airspeed Corrections
Altitude
(FT)
1. 3000
2. 4000
3. 8000
4. 3350
5. 4700
6. 6500
7. 5000
8. 7000
9. 7500
10. 4000
IAS
(MPH)
120
150
160
165
215
170
110
140
135
120
Headwind
Tailwind Groundspeed
(MPH) (MPH)
(MPH)
15
142.20
20
142.00
25
210.60
19
195.05
27
208.21
30
162.10
40
81.00
35
194.60
30
125.25
40
169.60
25
XII. MEASUREMENT
Applications:
A Linear Measure
1. Length of runways
2. Distances traveled
3. Altitude
4. Dimensions of planes; wing
span, length of fuselage, etc.
B. Square Measure
1. Areas of wings having different
shapes
2. Areas of airports, runways and
taxi strips
C. Volume Measure
1. Fuel capacity
2. Oxygen tank capacity
3. Cargo space
D. Angular Measure
1. Speed of propeller rotation
2. Wind drfit angle
3. Heading
4. Angle of climb
5. Glide path
6. Sweepback of wing
7. Propeller pitch
E. Force and Pressure Measure
1. Lift
2. Drag
3. Gravity
4. Thrust
F. Time Measurement
1. Time zones
2. Estimated time of arrival (ETA)
3. Time spend en route (ETE)
G. Rate of Speed
1. Air speed
2. Ground speed
3. Wind speed
H. Temperature
1. Engine temperature
2. Free air temperature
SAMPLE PROBLEMS:
3
1. The area of a wing is 105 /8 square
feet. Change the fraction of a square foot to
square inches.
2. An airline flight from New York to
Los Angeles takes 7 hours and 55 minutes. If the
plane leaves New York at 9:30 a.m. Eastern Time,
what time would it arrive in Los Angeles, which is
Pacific Time?
ANSWERS
1.
2.
26
3
2
Area of wing is 105 /8 FT
2
2
Change fraction of FT to IN
2
2
3
2
1 FT = 144 IN 144 x /8 = 54 IN
Departs 9:30 AM + 7 HRS 55 MIN
Arrives 5:25 PM Eastern Time
Arrives 2:25 PM Pacific Time (-3
HRS)
XIII. FRACTIONS, DECIMALS AND PERCENT
Applications
A. Problems related to a change in:
1. Airspeed
2. Ground speed
3. Amount of fuel
4. Amount of cargo
5. Number of passengers
6. Altitude
B. Specifications of various aircraft
may be compared:
1. Maximum airspeed in level
flight
2. Maximum effective ceiling
3. Take-off speed
4. Landing speed
5. Horsepower of engine
6.
7.
Weight limitations
Dimensions
SAMPLE PROBLEMS:
1. If one mile per hour equals 1.467
feet per second, find the missing numbers:
Miles Per
Hour:
1 8
Feet Per
Second 1 .467
2.
200
?
158½ 87.25
?
?
?
A U.S. gallon is .8327 of a British
Imperial gallon. If the fuel capacity
of a transport plane is 3278 U.S. gallons,
how many British Imperial gallons does it hold?
ANSWERS
Fractions, Decimals and Percent
Sample Problems:
1.
MPH
1
8
200
FPS
1.467
11.736
293.4
FPS = MPH x 1.467 inversely MPH = FPS x .682
158½
232.52
2.
3278 US Gallons x .8327 = 2729.6 British Gallons
U.S. GAL x .8327 = British Gallons inversely British Gallons x 1.2009 = US Gallons
27
87.25
127.99
XIV Graphs
Applications:
A. Altitude records
B. Comparative transportation safety
records
C. Number of passengers carried each year
D. Number of planes manufactured
E. Number of airports of each class
F. Speed records of aircraft.
SAMPLE PROBLEMS:
1.. K = .86845 is the formula for changing
statute miles per hour to knots. Make a
graph of this fromula from S = O to S =
250.
1/8
is the formula for the
2. Vm = 19.76(d)
maximum vertical speed of an airplane in
miles per hour when the drag loading in
pounds per square foot is known. Make a
graph of this formula from d = 0 to d = 100
Use the graph to compute the following:
d
lbs/sq. ft.
Vm
M.P.H.
28
16 35 56 78 95
?
?
?
?
?
XV. READING AND INTERPRETING MAPS AND GLOBES
Suggested Activities
1. Discuss the shape of the earth.
2. Demonstrate flatness of the earth at
the poles.
3. Demonstrate with an orange:
a. the entire globe
b. small part of the globe
c. half of the globe
4. Explain how a mercator projection is
made.
5. Draw a rough outline of the
continents on a large grapefruit; slit the top and
bottom with a knife; remove the peel in four
sections, press flat and display.
6. Using globe, determine lines of
latitude and longitude.
7. Use a basketball as a globe; draw
prime meridian and lines of longitude; drawequator
and lines of latitude.
8. Demonstrate suntime during daytime
and night with a globe and flashlight.
9. Discuss degrees of longitude and
latitude.
10. Determine to the nearest degree the
location of several world cities.
11. Make cones in math. Place over the
globe and trace reflected lines on the surface.
12. Discuss conic projection.
13. Define degree in nautical miles and
in minutes of an arc. (One degree = 60 nautical
miles: one minute of arc = 1 nautical mile.)
14. List the important features of a map
based on a Mercator projection.
15. Draw a map of the area around your
city.
16. Draw a map of your state: put in
cities, highways, railroads, airports, etc.
17. Draw maps of air routes of the state
features.
18. Make a vocabulary chart pertaining
to maps and map symbols.
19. Draw a map with different altitudes
shown in various colors.
20. Learn the relationship between time
and distance.
360° = 24 hours
10° = 40 min.
15° = 1 hour
1° = 4 min.
21. Draw a chart of time zones in the
U.S.
22. Discuss the International Date Line.
23. Discuss the need for a uniform time
system.
24. Discuss the effects of traveling
through many time zones on the human body (jet
lag).
25. Discuss daylight saving time.
26. Show examples of the time in
various major cities of the world when it is noon in
your community.
29
XVI. CHANGING CONCEPTS OF TIME AND SPACE
Suggested Activities;
1. Trace Man’s progress in
relationship to transportation.
2. Compare speeds of early means of
transportation with today’s airplane travel speeds.
3. Figure distances from the U.S. to
five countries in hours instead of miles.
4. Make a comparison of the number of
passengers carried by airlines today with that of
twenty years ago.
5. Display different kinds of maps used
in aviation. Explain how the airplane conquers
mountains and oceans, thus bringing countries
closer together.
6. Study the history of mail. Make
posters showing a comparison of the time and cost
of sending airmail and regular mail.
7. Organize a pen-pal club with
students in overseas schools. Display letters,
pictures, etc. from them. Learn some of the foods,
customs, religion and economic problems of the
country.
8. Compare construction and
maintenance of highways and airways.
9. Discuss the role of aviation in the
aid to people in disaster areas and for medical
emergencies.
10. Construct a bar graph showing the
length of time it took the Pilgrims to come to
America and the time it takes to fly from Europe to
America today.
11. Invite a travel agent to discuss
foreign travel.
12. Compare the rate of air accidents
with those of other modes of travel.
13. Write to a travel agency requesting
free materials on a city in a foreign country.
14. Review: Early history of
communications from Native American picture
writing to the airmail stamp.
15. Discuss the nearness to the whole
world that has been made possible by the
development of aviation.
16. Discuss reasons for the rapid
improvement in the science of weather since the
development of the airplane and of the weather
satellite.
17. Discuss:
a. Population trends toward
centers of air transportation.
b. Cultural understanding due to
increased travel in foreign countries.
c. Why aviation is the main
transportation system in Alaska.
d. Influence of aviation in
increasing technology in underdeveloped
nations.
e. The increasing change in our
thinking about distances in terms of travel time
rather than miles or kilometers.
18. Make a list of well-known artists in
the fields of entertainment and sports and discuss
how air travel makes it possible for them to appear
in different countries from one day to another.
30
XVII. LISTENING, SPEAKING AND VIEWING
SUGGESTED ACTIVITIES:
1. Interview someone in the field of aviation.
Determine appropriate questions to ask to gain
the information needed.
2. Relate personal experiences with air planes.
3. Research skywriting. List some problems
involved such as winds or clouds.
4. Invite a CB operator to your class and have the
CB demonstrated for you.
5. Build a class crystal radio from a commercial
kit or from “scratch.” A radio show or
reference books will help you.
6. Check the newspapers for radio and television
programs about aviation.
7. Participate in a panel discussion on such topics
as:
“The History of Aviation”
“Recent Developments in Rockets”
“Effects of Aviation on My Community.”
8. Pretend you are the air traffic controller and
make a tape of control tower to plane
conversations.
9. Identify why oral communication is important
at an airport.
10. Practice the correct way to request
an airline reservation.
31
XVIII. READING COMPREHENSION
Suggested Activities
1,
2.
3.
4.
5.
6.
7.
8.
9.
10.
fly. Write a brief explanaton to tell why these
birds cannot fly.
11. Read several aviation articles from a
current magazine and condense them into a report.
Read the poem “Darius Green and
His Flying Machine.” During discussion recall
examples of:
a. cause and effect relationships
b. motives and feelings from
actions and speech of characters
c. clues to time and location
d. foreshadowing of later events.
Research ideas of flying as expressed
by early man in mythology and legend:
a. The Greek god, Hermes
b. Pegasus
c. Phaeton
d. Daedalus and Icarus
e. Sinbad, the sailor and his roc
f. Arabs and their flying carpets
g. Simon, a Roman magician in the
time of Rome, who tried to fly from a tower.
h. Wan-Hoo, the Chinese ruler
who attached 47 large rockets to his chariot to
fly to the moon.
Compare ancient myths and legends
about flight to modern tales about space creatures,
little green men from Mars, etc.
Write original stories concerning “Impossible”
developments in aviation or space in the future.
Read one space-related story (real science fiction, or
fantasy). Make notes on elements of fact and those
of opinion. Give a written or oral report on the story.
Read one biography relating an act of bravery and
heroism in aviation such as:
a. Amelia Earhart
b. Charles Lindbergh
c. Eddie Rickenbacker
d. Richard Byrd
e. James “Jimmy” Doolittle
f. Charles “Chuck” Yeager
Make a brief outline of the above
biography:
a. Early Life
b. Accomplishments
c. Later, Life
Use this outline to present an oral or
written report.
Find out about the Japanese custom
of flying kites to celebrate children.
Not all birds can fly. Use library
reference books to find two birds that cannot
32
XIX. MEDIA CENTER SKILLS
Suggested Activities
n.
o.
1. Using the library’s card files, prepare a bibliography
of books and materials on topics such as:
“The History of Aviation”
“The Theory of Flight”
2. Use the Reader’s Guide to Periodical Literature to
list references on aviation which might be obtained
and which are not currently in your library pertaining
to the above topics.
3. Read extensively on any one topic of aviation,, using
cross-references in the encyclopedia.
4. Prepare a list of aviation words and arrange them in
proper alphabetical order. Determine the proper
pronunciation from the dictionary. (Use such words
as air, aileron, aeronautics, aerology, aviation,
avionics, aerodynamics, altitude, altimeter, audio,
etc.)
5. Use an atlas to find the latitude and longitude of five
cities.
6. Find flight records broken in the last ten years.
7. Locate the fiction and nonfiction materials on
aviation.
8. List magazines currently in print which deal with
aviation.
9. View films, filmstrips, and slides showing aircraft
development.
10. Use the card catalog to copy the author card, title
card and subject for a book such as:
a.
Fat Man from Space by Daniel M. Pinkwater.
b.
Jack the Bum and the UFO by Janet Schulman.
c.
The Year of the Flying Machine by Genevive
Foster.
11. Prepare a research paper listing all references,
footnoting, etc.
12. Locate the following materials in your library.
Tell the content and purpose of each:
a.
card catalog
b.
dictionaries
c.
encyclopedias
d.
atlas
e.
almanac
f.
Reader’s Guide to Periodical Literature
g.
newspaper
h. current magazines
I. Who’s Who
j. biographical reference books
k. literature reference books
l. vertical file
m. microfilm
33
listening centers
computer
XXII. SOME AEROSPACE CAREERS
A. Specialized Training--specific occupational training including high school, trade and
technical education, on-the-job training, and formal study at college:
Aerial Photographer
Assembler
Communication Technician
Computer Technician
Drafting Technician
Fabrication Inspector
Machine Operator
B.
College and University Training--training which leads to a baccalaureate degree after
four years of study:
Airport Manager
Architect
Communication Specialist
Computer Programmer
Data Systems Analyst
Development Technician
Industrial Planner
C.
Pilot
Skilled Craftsperson
Technical Illustrator
Technician
Teletypist
Tool and Die Maker
Mathematician
Production Technician
Quality Control Inspector
Research Technician
Safety Engineer
Sanitarian
Science Writer
Advanced Study and Specialized
Experience--graduate study and specific work experiences:
Aeronautical Engineer
Astronaut
Astronautical Engineer
Astonomer
Biomedical Engineer
Chemist
Chief Flight Mechanic
Dietician
Engineer
Environmental Engineer
Flight Surgeon
Geographer
Geologist
Group Engineer
Industrial Engineer
Mechanical Engineer
Metallurgist
Meteorologist
Molecular Biologist
Operations Analyst
Physicist
Research Mathematician
34
XXIII. CAREERS IN AVIATION
Suggested Activities
1. Discuss the magnitude of the industry including
such factors as:
a.
Production
b.
Operations
1. Airplane
2. Airport
c.
Maintenance
d.
Research and development
2. Review classifications of aviation:
commercial, general and military.
3. Prepare charts showing a comparison of aviation
industry growth with other industries.
4. List as many aviation jobs as possible in a ten
minute period and compile these into a master list.
5. Group aviation careers into categories such as:
a.
Services
b.
Technical
c.
Manufacturing
d.
Sales
e.
Special purpose flying
6. Collect pamphlets and booklets on careers found in
the field of aviation. (See Materials and Resources
in this section.)
7. Display pictures to class showing participation in
various aviation occupations.
8. Arrange an aviation career corner in
the classroom or library.
9. Write a letter to the personnel department of an
airline company requesting information on career
opportunities.
10. Set up appointments at a nearby airport to interview
persons in various job categories. Tape record your
interview and present it to the class.
11. Discuss the importance of aptitudes and interests in
choosing a career.
12. Research and report on an aviation career. Discuss
duties, working conditions, qualifications, training
requirements, earnings and hours.
13. Organize a Career Day at yours chool. Arrange to
invite speakers, show films, arrange exhibits, etc.
14. Select a city in which an aviation industry is
located. Write the Chamber of Commerce for
information on employment.
15. Invite a “career” Air Force person to
speak to the group.
16. Discuss:
a. How does one learn about job openings?
b. What steps are taken to apply for a job?
17. Collect job advertisements from newspapers,
magazines, etc. and make a classified section.
18. Discuss terminology, abbreviations,
etc. in job advertisements.
19. Write a job advertisement for a position that
interests you.
20. Fill out job applications to gain experience in
applying for any position.
21. Discuss personal traits that interviewers take note
of, such as good grooming, posture, punctuality,
etc. Emphasize the importance of first impressions.
22. Read materials on interviewing techniques.
23. Conduct class interviews for specific jobs.
24. Make a list of schools offering training in a job you
would like.
25. Discuss and list types of engineers employed in
aviation. Explain some functions of computer
specialitists in aviation.
26. List aviation careers that may require a license.
27. Discuss benefits to the science of meteorology due
to the growth of aviation.
28. Discuss the implications of aviation growth on
other fields.
29. List aviation careers by the training required to
enter the occupation.
30. Discuss how a change in government spending
affects an industry like aviation.
31. Discuss the immediate employment situation in the
career field and project trends which may have
bearing on future entry into the field.
32. Identify the different routes (educationally) one
might take to get into a particular career, including
training, licensing, certification, and other special
requirements.
35
BIBLIOGRAPHY
36
Bibliography of Sources for the Junior High Audience and Educators
Beach, L. (1991). World Class Geography, Instructor, 100(6), 27-28, 37-39.
Describes a Louisiana elementary school’s multidisciplinary geography program. The class
selects a
destination to which they travel by imaginary plane (created in the classroom), andthe teachers integrates crosscurricular skills. Students research and discuss the trip (resources,flight plans, passports, and travel logs) and
write descriptive postcards and journalistic accounts.
Bonnet, R. & Keen, G. D. (1992). Space and Astronomy. Blue Ridge Summit, PA.:TAB
Advised for grades 5 through 8. Forty-nine science fair projects related to space andastronomy are
proposed in this book. The projects include creating analogies to help people betterunderstand astronomical
figures and making three-dimensional models of planets.
Berliner, D. (1990). Distance Flights. Minneapolis: Lerner.
Recommended for grades 5 through 8. The historical development of flight is traced from Louis Bleriot,
the first person to fly across the English Channel, to Dick Rutan and Jeanna Yeager, who in 1986 flew nonstop
around the world.
Branley, F. (1990). The Christmas Sky. New York: HarperCollins.
Suggested for grades 3 to 7. Illustrations by Stephen Fieser. This book describes scientificexplanations
about the stellar and planetary configurations in the sky at the time of Jesus’ birth.
Briggs, C.S., (1991). At the Controls: Women in Aviation.Minneapolis: Lerner.
Recommended for grades 5 through 8. This bookincludes biographies of aviators such as Jerrie Cobb,
Bonnie Tiburzi and others. The author also traces thehistory of modern aviation through the achievements of
these female aviators.
Brown, P. L., (1990). Star and Planet Spotting: A Field Guide to the Night Sky. New York: Sterling.
Grades 6-8. This book guides the reader on how toidentify stars in the night sky. It tells the besttime to
view and what to bring when out in the fieldat night.
Colton, Ted. Safety in the Air: A Curriculum About Flight andAir Traffic Control Designed for Middle School
Students. Federal Aviation Administration, Washington, DC, 1983.ERIC, ED 284 135.
This unit of six lessons is designed to familiarizesixth, seventh, and eighth grade students with airtraffic
safety and the individuals who make air trafficsafety possible. Each lesson consists of a statement ofthe
concept fostered, a list of objectives, a shortdiscussion on the focus of the unit, and instructionalstrategies for
lesson topics and activities. The majorlesson topics are: behavior and properties of air, thetheory of flight and
the physical properties of air that contribute to flight; the growing volume of air trafficand the necessity for air
traffic control; visual flight rules; instrument flight rules, and airport terminalfacilities.
Dye, Aimee. Aviation Curriculum Guide for Middle Grade SchoolLevel. Secondary School Level. Coalition of Indian
Controlled School Boards, Inc., Denver, Colorado, 1984.ERIC, ED 248 134.
This curriculum guide consists of activities andexperiences which are organized into four sections by
curricular area. These areas are: Language arts (listening, speaking, and viewing; reading comprehension;media
37
center skills); mathematics (aircraft instrumentsand aviation applications of mathematics); science(theory of
flight and aviation applications of science);and social studies (history and growth of aviation; maps,charts, and
globes; methods used in aerial navigation;changing concepts of time and space; and aviationcareers). Each
section includes a separate table of contents, an overview, a list of objectives, and lists ofrecommended
activities and materials. The guide isdesigned especially for teachers who have had no specialtraining in
aviation education and is not intended to beused as a separate course of study in aviation. Consequently, it can
most effectively be used tosupplement existing curricular materials.
Eckford, Jim. "Ballooning Comes of Age: Make Your Own Balloon."Aviation/Space. 1 (Summer 1983): 72-73.
This article provides instructions for building aworking model of a hot-air balloon. It offerssuggestions
for a successful flight, and it indicates that children can be involved in the projects.
Ethnographic Resources for Art Education Project.Play-things as Art Objects: Ideas and Resources. Kites and Sound
Making Objects and Playing Cards and Dolls. Birmingham, Polytechnic Department of Art, Birmingham,
England, 1983. ERIC, ED 249 158.
Here are five booklets on playthings as art objects.They draw together information about historical,
ethnographic, and play traditions of various worldcultures. The first two booklets are most relevant.Booklet
one gives an overview of ideas and resourcesabout kites, etc. The second booklet discussed thedistribution and
origin of kites--Japan, Korea, Guatemala, and Southeast Asia. There is a section included which related kites to
science and provides songs about kites.
Gehardt, Lillian N, ed. Subject Guide to Children’s Books in Print 1989-1990. New York; R.R. Bowker, 1989.
Here is an annual subject index which provideseducators with information about which trade books are in
print, their price, and publishing information. Books onour topic may be found under these subject headings:
Aeronautics; Aeronautics--Accidents; Aeronautics--Biography; Aeronautics--Commercial; Aeronautics--Flights;
Aeronautics--History; Aeronautics--Military; Aeronautics-Safety Measures; Aeronautics--Vocational Guidance;
Air Pilots; Aircraft; Aircraft Carriers; Airplanes; Airplanes, Military; Airplanes--Models; Airplanes--Piloting;
Airships; Astronautics; Astronautics--Biography; Astronauts; Balloons; Bombers; Flight; FlyingSaucers;
Interplanetary Voyages; Jet Planes; Kites;Manned Space Flight; Outer Space Exploration; Pilots and Pilotage;
Rocketry; Rockets(Aeronautics):Space Exploration (Astronautics); Space Flight; Space Sciences; and Space
Vehicles; Space Vehicles--Models;Weather; Weather Forecasting; and Women in Aeronautics.
Gerlovich, Jack and David Fagle. "Aerospace Education: A Pilot Program."Science Teacher. 50 (May 1983): 68-69.
Here is a description of a K-12 aerospace program. The ninth-grade (pilot program) consists of history,
applications (principles of flight, weather, navigation),research, and careers. The program evaluation is
reported.
Greger, Margaret. "Kites in the Classroom." School Art. 84(January 1985): 18-20.
There are class-tested designs of easy to make anddecorate kites. Inexpensive materials are used. Onewill
find within this article instructions for making aVietnamese kite.
Hosking, Wayne. Flights of Imagination. An Introduction toAerodynamics. National Science Teachers Association,
Washington, DC, 1987. ERIC, ED 282 712.
This document traces some of the history of kitesand provides teachers and students with basic
information about kite components and flight dynamics. The majorportion of the book provides students with
18 projects that deal with: shapes that will fly; kites compared withgliders; lift; air flow; the angle of attack in
38
flying kites; measurements; the use of dihedral angles forstability; positioning kites using a tail; materials; box
kites; making height readings; making wind gauges;constructing a wind vane; the study of wind; the aspectratio
of a kite; the weight to area factor; wind speedand lift; and force. The appendices contain informationnon
materials for kites, when to fly a kite, where to flya kite, how to fly a kite, and kite safety, along with a
glossary, resource list, and a bibliography. There are also included a metric conversion chart and reproducible
template for making a wind gauge and a weather vane.
Housel, David C. and Doreen K.M. Housel. Come Fly With Me! Exploring Science 7-9 Through Aviation/Aerospace
Concepts. Aerospace Education Council of Michigan,Lansing, Michigan, 1984. ERIC, ED 265 021.
This guide contains 67 activities dealing withvarious aerospace/aviation education concepts. The
activities are presented in units related to physicalscience, earth science, and life science. There is evena section
related to student involvement in the spaceshuttle programs. Each activity includes information onthe subject,
grade level, group size, time required,teaching strategy, type of activity, concept(s) fostered,and skills to be
taught. In addition each activity contains objectives, materials needed, teacher backgroundinformation,
instructional strategies, suggestedextension activities, and a code corresponding toresources found in the
appendix. The resources includefilms, books, and additional materials arranged by topicareas. There are lists
of computer software, addresses of media agencies as well as Michigan resource centersand people.
Irons, C. & Irons, R. (1991). Ideas. Arithmetic Teacher, 49(2), 18-25.
Presents activities for the K-2, 3-4, 5-6, and 7-8 levels focusing on the role of numbers and language inrealworld situation. Students are asked to discuss, describe, read, and write about numbers they find intoy shops,
the post office, in sports, and at airports. Provides appropriate worksheets.
Kelch, J. (1990). Small Worlds: Exploring the 60 Moons of Our Solar System. New York: Julian Messner.
Suggested for grades 6 through 8. The author provides a description of the origin, characteristics,and
discovery of the sixty moons in our solar system.
Kline, R. The Ultimate Paper Airplane .
This book contains seven different models of aircraft featured on "Sixty Minutes."
Mander, J., Dippel, G. & Gossage, H. The Great International Paper Airplane Book.
Competition winning entries are clearly diagrammed to cut, fold and fly.
Maurer, R. (1990). Airborne:The Search for the Secret of Flight. New York: Simon & Schuster.
Suggested for grades 4-8. Illustrations by Brian Lies. The author and illustrator vividly describe the
development of flight from balloons and gliders to helicopters and airplanes. The text is accompanied by
activities that simulate the principles of flight.
Millspaugh, B.P. (1992). Aviation and Space Science. Blue Ridge Summit, PA: TAB Books.
This books includes projects dealing with air density, wind, balloons, gliders, spacecraft, and many more
aviation and space related categories.
Milson, James L. "How High is Up?"Science and Children25(April 1988): 18-20.
39
Milson describes how to construct a simple device that students can use to estimate how high their kites
are flying as well as the heights of other objects.
Mirus, Edward A. Jr. "Microcomputers, Model Rockets, and Race Cars." American Annals of the Deaf130 (November
1985): 431-435.
The industrial orientation program at the Wisconsin School for the Deaf presents problem solving
situations to all seventh and eighth grade hearing-impaired students. This user-friendly software guides students
individually through complex computations involving model race cars and rockets.
National Aeronautics and Space Administration. (1991).Aviation & Space Education: A Teacher’s Resource Guide
.
Washington, DC, ERIC ED 341579.
This resource guide contains information on curriculum guides, resources for teachers, computer related
programs, audio/visual presentations, model aircraft and demonstration aids, training seminars and career
education, and an aerospace bibliography for the primary grades. Each entry includes all or some of the
following items: title, an address and phone number, and a brief description. Topics include the history of flight
and model rockets.
National Aeronautics and Space Administration.Film Catalog: John F. Kennedy Space Center. Washington, DC, 1987.
ERIC, ED 300 277.
This is a catalog listing the titles and abstracts for over 150 films that are available from NASA on topics
regarding space flight, meteorology, astronomy, NASA programs, satellites, research, safety, technology, and
earth sciences. Ordering and usage information are also included. For 37 of these films, a lesson guide is
provided. Each guide lists objectives, vocabulary, preparatory activities, follow up activities, evaluation ideas,
related information sources, and ideas for presenting the lesson.
National Information Center for Educational Media(NICEM).Index to 35mm Educational Filmstrips. 8th ed.,
Albuquerque, New Mexico: National Information Center for Educational Media, 1985.
Here is a three volume subject index and directory of producers/distributors with brief annotations. Other
indexes available from NICEM are: Index to Educational Audio Tapes.Index to Educational Slides, and Film &
Video Finder. Look under these headings: Industrial and Technical Education(look under Aviation, General
Aeronautics; Aviation, Military: Aviation, Rockets; Aviation, Space; Aviation, Structures); Earth Science (then
look under Physics--Aerodynamics); and Social Science (look under Transportation--Air).
O’Connell, Susan M., ed.The Best Science Books & A-V Materials for Children. Washington, DC: American
Association for the Advancement of Science, 1988.
The annotated bibliography is divided into two sections: books and audiovisual materials consisting
of
films, filmstrips, and videocassettes. In the Table of Contents of the books section, look under these headings:
Mathematics and Physical Sciences ( then look under Earth Sciences--Meteorology, Climatology, Atmosphere.
Under the heading, Engineering, look under Transportation- Aerodynamics; air-craft types, aviators,
astronautics and astronauts). In the Table of contents of the A-V Materials, also look under Earth Sciences and
Engineering--Aerospace Engineering.
Oklahoma Curriculum Improvement Commission.High Flight: Aerospace Activities K-12. Oklahoma State Department
of Education, Oklahoma City, 1982. ERIC, ED 222 345.
Within this document are discussions of Oklahoma aerospace history, the history of flight, and the interdisciplinary aerospace activities. Each activity includes the concept, purpose, list of necessary materials, and
40
procedures. Topics include planets, the solar system, rockets, airplanes, air travel. space exploration, principles
of flight, kites, air motion/pressure, satellites, and others. Activities include: vocabulary exercises, word
searches, crossword puzzles, simple science experiments, various art and mathematics activities. Also included
are key words, a list of instructional aids, and an evaluation sheet.
Pilger, Mary Anne. Science Experiments Index for Young People. Englewood, Colorado: Libraries Unlimited, 1988.
Here is a guide to experiments and activities which are available in elementary and intermediate science
books. The experiments run from the very easy to the more difficult. Begin by looking in the index for these
subjects: Aerodynamics, Air, Airplanes, Flight, Gliders, Gravity, Kites, Rockets, Space Science, Space Travel,
and Spacecraft. Then note the book entry number and page number(s). Turn to the back of the book entitled
"Books Indexed." Here you will find the book citation by entry number.
Porcellino, M. (1991). Young Astronomer’s Guide to the Night Sky
. Blue Ridge Summit, PA.: TAB
Recommended for grades 5 and up. This book is a good reference for youngastronomers. It gives the
reader a guide to locate constellations, identify stars, know when to look for meteor showers, and observe the
changing phases of the moon. It also tells the readers how to join amateur astronomy clubs throughout the
country.
Probasco, George. "In the Schools: Balloons Away."Science and Children. 20(October 1982): 20-21.
Probasco discusses seventh-grade weather activities which include a comparison of barometric pressure
and temperature charts and the launching of postcards attached to three helium-filled balloons.
Saterstrom, Mary H., ed. Educators Guide to Free Science Materials. 30th ed. Randolph, Wisconsin: Educators
Progress Service, 1989.
This is an annual annotated index which is very helpful for finding 16mm films, filmstrips, slides,
audiotapes, and printed materials. Aerospace education materials are found only in the sections listing 16mm
films and printed materials. Although the guide is not free, educators will find a gold mine of material which is.
Subjects which will locate the most information on this subject are: Aerial Combat; Aerial Defense; Aerobatics;
Aerodynamics; Aerospace Education; Air Combat; Aircraft Carriers; Aircraft Design; Aircraft History; Aircraft
Industry; Aircraft Maintenance, Aircraft Rescue; Aircraft Safety; Aircraft Testing; Air Defense; Air
Demonstrations; Air Force; Air Masses; Airplanes, Model; Air Navigation; Airports; Air Shows; Air Traffic;
Air Traffic Control; Air Transportation; Apollo; Astronauts and Astronautics; Aviation, Model; Flight Safety;
Flight Testing; Flying Boats; Gyroscopes; Jetliner; Missile Development; Missiles and Missile Testing, Missile
Sites, Moon Flights; NASA; National Airspace System; Naval Aviation; Navy; Pilots and Piloting; Polar
Flights; Radar; Rockets and Rocketry; Satellites; Spacecraft; Space Entry and Re-Entry; Space Exploration and
Research; Space Flight; Spacelab; Space Launches, Space Medicine, Space Navigation; Spaceport; Space
Programs; Space Science; Space Shuttle; Space Technology, Space Transportation, Space Walk; Test Pilots;
Thunderbirds; Weather and Weather Forecasting; and Weightlessness.
Scarnati, J.T. (1992). The Hooey Machine, Science Activities. 29(2), 30-35.
Describes how students can make and use Hooey Machines to learn how mechanical energy can be
transferred from one object to another within a system. The Hooey Machine is made using a pencil, eight
thumbtacks, one pushpin, tape, scissors, graph paper, and a plastic lid.
Schaff, F. (1990). Seeing the Sky:100 Projects, Activities and Explorations in Astronomy
. New York: Wiley.
41
Advised for grades 4 and up. These hands-on activities and science fair projects are related to astronomy.
The book offers ideas on how to set up experiments and design projects about the planets, stars, and
constellations. It provides good illustrations on how to use telescopes, binoculars, and other tools of astronomy.
Schkenker, R. (1990). "Why Kites Fly. Teacher Background for DSO for DoDDS Japan Day with Kites." ED326395.
This paper discusses the physical principles behind the flying ability of both kites and airplanes. This
background material was developed for a program in which a Japanese kite maker conducts kite making and
flying classes in the Japan School District Elementary Schools of the Department of Defense Dependents
Schools (DoDDS), Pacific Region. The two principles critical to understanding of Newton’s Law and Bernoulli’s
Principle. While other factors such as the friction between the air particles moving over the flying surface and
the material comprising the flying surface are important, these two factors explain the major components of lift
and therefore the major reasons kites fly.
Schmidt, N. Discover Aerodynamics with Paper Airplanes.
Activities and reproducible plans for building paper airplanes make principles of flight real.
Sneider, Cary and others. "Learning to Control Variables With Model Rockets: A New-Piagetian Study of Learning in
Field Settings." Science Education. 68(July 1984): 465-486.
Here is a report on the testing of the effectiveness of a program designed to teach young people how to
conduct and interpret a controlled experiment. The results show that the ability to control variables can be
taught using the program of activities related to designing, building, and launching model rockets.
Spitzer, Michael. "Tie Your Lesson to a Kite." Outdoor-Communicator. 13(Fall 1982): 15-18.
Spitzer describes kites and kite flying in different countries and throughout history. He notes that the same
principles govern kite behavior and the flight of airplanes.
Stafford, Alva R. Earth Science. Grade 8. Houston Independent School District, Houston, Texas, 1981. ERIC, ED 242
556.
This curriculum guide is designed for use with the Charles E. Merrill textbook, "Focus on Earth Science:
and laboratory manual, teaching guide, and student review and reinforcement guide. There are supporting
materials provided in the appendix which includes activities on rockets, measurements, and tides; tips for
maintaining saltwater aquariums, etc.
Strickler, Mervin K., Jr. Federal Aviation Curriculum Guide for Aviation Magnet School Programs.Federal Aviation
Administration, Washington, D.C., 1994. AHT-100-1-94.
This publication is designed to provide the following: a brief history of the role of aviation in motivating
young people to learn; examples of aviation magnet activities, programs, projects and school curriculums;
documentation of the benefits of aviation education for students; examples of what one person can do to
facilitate aviation magnet education activities, projects, programs, curriculums; curricular and program models
for use, adaption or modification; identification of resources for planning a program of aviation education;
information about and examples of curricula to prepare for the many career opportunities in aviation and
transportation; and guidelines and information for FAA Aviation Education Counselors.
Strickler, Mervin K., Jr. Guidelines for Federal Aviation Administration Regional Aviation Education Coordinators and
Aviation Education Facilitators. Federal Aviation Administration, Washington, DC, 1983. ERIC ED 247 118.
42
Information in this document is on the history of aerospace/aviation education, FAA educational
materials, aerospace/aviation curricula, FAA responses to requests from schools and colleges, etc. In the
appendices there is additional information which includes: the scope of aerospace education; a list of aerospace
course opportunities in various subject areas; a guide to FAA aviation education supplementary materials
(listing materials by curricular areas for primary, intermediate grade, and junior high school levels; and a list of
FAA, CAP, and National Aeronautics and Space Administration regional offices).
Stine, G. H. Handbook of Model Rocketry. 6th edition
This revised and updated editions of model rocketeer’s "bible" show how to safely build, launch, track,
and recover model rockets- and have fun doing it.
Strongin, H. & Others. Science on a Shoestring 2nd edition.
Often elementary and junior high teachers search for effective, inexpensive, and easy-to-understand
science activities. This document was designed with those teachers and their students in mind. It provides handson science activities that focus around three components: (1) themes broad, unifying ideas that pervade science,
math and technology; (2) processes-- the techniques used to develop and test scientific concepts; and (3)
concepts-- including the vocabulary and the key information children need to develop and communicate scientific
ideas. Over 45 activities related to matter, change, and energy are presented.
Turner, Thomas N. "Flight-of Fancy: Teaching the Lure and Love of Flight to Elementary School Students."Social
Studies 79(January-February 1988): 37-38.
This article describes how the history of flight can be used to encourage elementary school children to
read, discuss, and do research on an aviation topic. It outlines several activities that can be used to encourage
student interest.
Vogt, G. (1992). Rockets: A Teaching Guide for an Elementary Science Unit on Rocketry
. Washington, DC.: National
Aeronautics and Space Administration.
Utilizing simple and inexpensive equipment, elementary and middle school science teachers can conduct
interesting, exciting, and productive units on rockets. This teaching guide includes a brief history of rockets,
Newton’s law of motion, many activities, and a list of commercial suppliers of model rocketry.
Wolff, Kathryn, Susan M. O’Connell, and Valerie J. Montenegro. (editors)AAAS Science Book of Lists 1978-1986.
Washington, D.C.: American Association for the Advancement of Science, 1986.
In the Table of Contents, look under the heading, Engineering, then find the subheading, Transportation
(Aviation: historical and biographical treatment and Aerodynamics, aircraft types).
The journal articles and ERIC documents listed have been located via the Silver Platter Compact Disk Program
1983- May 1995.
43
VIDEOS
AVIATION
Freedman, R. (1992). The Wright Brothers: How They Invented The Airplane. [Videocassette]. American School Pubs.
SRA School Group.
This is an informative biography of how the Wright brothers, Orville and Wilbur took to the sky.
Holiday Video Library. The History of Flight Video. [Videocassette].
An hour presentation of the first flying machines to the sophisticated space shuttle. Students relive the
excitement of these amazing inventions.
National Free Flight Society. (1993). The Joy of Flying Free. [Videocassette].
In this video, the hobby of flying scale model aircraft isintroduced with participants describing their
experiences.
Westmoreland, N. (Producer & Director). (1994). Cleared to Land. [Videocassette]. Westmoreland Productions.
This hour video comes highly recommended from theVideo Rating Guide for Libraries. What makes this
especially captivating is the creative use of film and music to narrate the experience of flight. Suggested for PreKindergarten to Primary.
44
JUVENILE LITERATURE
Aaseng, N. (1992). Breaking the Sound Barrier. New York: J. Messner.
Chronicles the events leading up the breaking of the sound barrier, focusing on the test pilots who risked
their lives to achieve supersonic flight.
Bendick, J. (1992). Eureka! It’s an airplane!. Brookfield, CT:Milbrook Press.
Describes the development of the airplane and some of the inventions that have made it a more common
means of transportation.
Berliner, D. (1990). Distance Flights. Minneapolis: Lerner.
Recommended for grades 5 through 8. The historical development of flight is traced from Louis Blerio
t,
the first person to fly across the English Channel, to Dick Rutan and Jeanna Yeager, who in 1986 flew nonstop
around the world.
Blackman, S. (1993). Planes and Flight. New York: F. Watts.
Describes some of the different devices, including hot air balloons, gliders, airplanes, and jets, used to get
people into the air. Includes various projects.
Branley, F.M. (1991). The Big Dipper. New York: Harper-Collins.
Freedman, R. (1991). The Wright Brothers: How they invented the Airplane.
Follows the lives of the Wright brothers and describes how they developed the first airplane.
Gallant, R.A. (1991). The Constellations: How They Came to Be. New York: Four Winds.
Gunning, T. G. (1992). Dream Planes. New York: Dillon Press.
Describes some recent advances and future technological possibilities in the field of air transportation.
Haynes, R. M. (1991). The Wright Brothers. Englewood Cliffs, NJ:Silver Burdett Press.
Traces the lives of the Wright brothers and describes how they showed the world how to fly
.
Jennings, T.J. (1993). How Flying Machines Work. New York: Kingfisher Books.
Examines, in text, labeled diagrams, and illustrations, how various types of airplanes and other flying
machines work and the kinds of functions they perform. Includes instructions for related projects and
experiments.
Jeunesse, G. & Verdet, J.P. (1992). The Earth and the Sky. New York: Scholastic.
Maynard, C. (1993) I wonder why planes have wings and other questions about transport. New York: Kingsfisher
Books.
Answers questions about transportation and vehicles, including "Do airships run on air?" and "Why don’t
ships sink?"
45
Nahum, A. (1990). Flying Machine. New York: Knopf.
A photo essay tracing the history and development of aircraft from hot-air balloons to jetliners. Includes
information on the principles of flight and the inner workings of various flying machines.
Pearl, L. (1994). The Story of Flight. Mahwah, N.J.: Troll Associates.
Surveys the history of aviation, from the first attempts to modern supersonic planes.
Randolph, B. (1990). Charles Lindbergh. New York: Watts.
Robson, P. (1992). Air, Wind & Flight. New York: Gloucester Press.
Schulz, W. A. (1991). Will and Orv. Minneapolis: Carolrhoda Books.
Taylor, J.W.R. (1990). The Lore of Flight. New York: Mallard Press.
Taylor, R.L. (1993). The First Flight Across the United States: The Story of Calbraith Perry Rodgers and his airplane,
the Vin Fiz. New York: F. Watts.
A biography of the pioneering aviator, trained by the Wright brothers, who completed th
e first flight
across the United States in 1911.
Welch, B. (1992). The Wright Brothers: Conquering the Sky. New York: Fawcett Columbine.
Wood, T. (1993). Air Travel. New York: Thomson Learning.
Discusses the development and different parts of aircraft, how air traffic is controlled, and the effects of
air transport on the world.
46
Kits
The various kits available through Delta Education: The Middle School Catalog, Nashua NH phone 1-800-442-5444.
Whitewings Collection Series
This kit includes 15 cut-and-paste gliders.
Performance Rocket Kit (grades 7+)
Students learn how 12 different fin patterns affect performances with this simple-to-construct kit. Uses A8-3
rocket engines(not included). Set includes 12 rockets.
Scrambler Egg Lofter Sport Rocket Set(gr.7+)
This stable, dependable single-stage rocket with a heavy- duty advanced single-stage payloader can actually
carry an aloft and return it unbroken. Set included 12 rockets and uses 3 engines(not included)
Space Shuttle Starter Set(gr.7+)
A shuttle which detaches and parachutes to the ground. Economical, lightweight set includes teacher’s
demonstrator rocket, 2 "C" size engines, and launch pad (uses 4 AA batteries, not included).
These Kits and supplies are available through Pitsco, Pittsburg, KS phone 1-800-835-0686
Or Kits and Supplies available through
American Science & Surplus
Delta Education
Estes
Pitsco
47
Juvenile Literature
---------- (1992). The Visual Dictionary of Flight.
New York: Dorling Kindersley.
GOVERNMENT RESOURCES
The Eisenhower National Clearinghouse is to:
encourage the adoption and use of k-12 curriculum materials and programs which support national goals to improve
teaching and learning in mathematics and science by providing better access to resources for all who are interested in
creating an effective learning environment.
The Clearinghouse will accomplish this by:
creating and maintaining a comprehensive, multi-media collection of materials and programs which will be distributed in
a timely manner through a national system using both traditional formats and advanced computing and
telecommunications technologies.
Federal Aviation Administration. (1994). Guide to Federal Aviation Administration Publications. Washington, DC:
U.S. Department of Transportation.
A helpful guide to current FAA publications.
48
How to Get Ahead When Things Keep Changing!
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AN ELEMENTARY AVIATION GLOSSARY
101 WORDS AND DEFINITIONS
AERODYNAMICS--Study of the forces of air acting on
objects in motion relative to air.
AVIATION--A term applied to all phases of the
manufacture and operation of aircraft.
BANK--A flight maneuver in which one wing points
toward the ground and the other to the sky.
AILERON--Control surfaces hinged at the back of the
wings which by deflecting up or down helps to bank the
airplane.
BAROMETER--An instrument to measure pressure of
the atmosphere.
AIR--A mixture of gases making up the atmosphere
which surrounds the earth.
BEACON--A light or other signal indicating direction.
AIRFOIL--A streamlined surface designed in such a
way that air flowing around it produces useful motion.
CEILING--Height above ground of cloud bases.
CHART --An aeronautical map showing information of
use to the pilot in going from one place to another.
AIRPLANE--A mechanically-driven, fixed-wing,
heavier-than-air craft.
CIRRUS--Type of high thin cloud.
AIRPORT--A tract of land or water for the landing and
takeoff of aircraft. Facilities for shelter, supply, and
repair are usually found there.
COCKPIT--The portion of the inside of the airplane
occupied by the person(s) operating the airplane, and
containing the instruments and controls.
AIRSPEED--Speed of the aircraft relative to the air
through which it is moving.
COMPASS--An instrument indicating direction.
AIRWAY--An air route marked by aids to air navigation
such as beacons, radio ranges and direction-finding
equipment, and along which airports are located.
CONTACT--Switching on the ignition of an aircraft
engine. “Contact” is the word of warning that someone is
about to turn on the ignition.
ALTIMETER--An instrument for measuring in feet the
height of the airplane above sea level.
CONTROL TOWER--A glassed-in observation tower
on the airport from which control tower operators observe
and direct airport air and ground traffic.
ALTITUDE--The vertical distance from a given level
(sea level) to an aircraft in flight.
COURSE--The direction over the earth’s surface that an
airplane is intended to travel.
AMPHIBIAN PLANE--An airplane that can land on
both land and water.
CROSSWIND--Wind blowing from the side, not
coinciding with the path of flight.
ANEMOMETER--Instrument to measure speed of
wind.
CUMULUS--Type of cloud formed in puffs or
domeshaped.
ASCEND--Climb.
CURRENT--Stream of air; also, up-to-date.
ATMOSPHERE--Blanket of air surrounding the earth.
DEAD STICK LANDING--Landing made without the
engine operating.
ATTITUDE--Position of the airplane relative to the
horizon, ie., a climbing attitude, straight-and-level
attitude, etc.
DEGREE--1/360th of a circle, or 1/90th of a right angle.
DIVE--A steep angle of descent.
50
DRIFT--Deviation from a course caused by crosswise
currents of air.
HANGAR--Building on the airport in which airplanes
are stored or sheltered.
ELEVATION--The height above sea level of a given
land prominence, such as airports, mountains, etc.
HAZARD--Obstructions or objects or threats to the
safety of the passenger and aircraft.
ELEVATORS--Control surfaces hinged to the
horizontal stabilizer which control the pitch of the
airplane, or the position of the nose of the airplane
relative to the horizon.
HIGH PRESSURE AREA--Mass of air characterized
by high barometric pressure.
ENGINE--The part of the airplane which provides
power, or propulsion, to pull the airplane through the air.
HUMIDITY--Amount of invisible moisture in a given
mass of air.
FIN--A vertical attachment to the tail of an aircraft which
provides directional stability. Same as vertical stabilizer.
INSTRUMENTS--Dials or gauges by which
information about the flight, airplane, or engine is relayed
to the pilot. When the pilot flies the airplane solely by
reference to the gauges, he is said to be flying “on
instruments.”
HORIZONTAL--Parallel to the horizon.
FLAPS--Hinged or pivoted airfoils forming part of the
trailing edge of the wing and used to increase lift at
reduced airspeeds.
KNOT--A measure of speed, one knot being one nautical
mile per hour.
FLIGHT PLAN--A formal written plan of flight
showing route, time enroute, points of departure and
destination, and other pertinent information.
LAND--The act of making the airplane descend, lose
flying speed, and make contact with the ground or water,
thus ending the flight.
FORCE--A push or pull exerted on an object.
FREIGHT--Cargo.
LANDING PATTERN--A set rectangular path around
the airport which airplanes follow to land.
FRONT (weather)--Boundary of two overlapping air
masses. When cold air is advancing on warm air, it is
said to be a cold front; warm air advancing on cooler air
is a warm front.
LIFT--An upward force caused by the rush of air over
the wings, supporting the airplane in flight.
LOW PRESSURE AREA--Mass of air having low
atmospheric pressure.
FUSELAGE--The streamlined body of an airplane to
which are fastened the wings and tail.
METEOROLOGY--The scientific study of the
atmosphere.
GEAR--The understructure of an airplane which
supports the airplane on land or water; wheels, skis,
pontoons. Retractable gear folds up into the airplane in
flight. Gear that does not retract is called “fixed.”
MOISTURE-Water in some form in the atmosphere.
MONOPLANE--An airplane having one set of wings.
GLIDE--A motion of the airplane where the airplane
descends at an angle to the earth’s surface.
MULTI-ENGINE--Having more than one engine.
GLIDER--A fixed wing, heavier-than-air craft having no
engine.
PARACHUTE--A fabric device attached to objects or
persons to reduce the speed of descent.
GRAVITY--Force toward the center of the earth.
PEDALS--Foot controls in the cockpit by which the pilot
controls the action of the rudder.
HAIL--Lumps or balls of ice falling to the earth out of
thunderstorms.
PILOT--Person who controls the airplane.
51
horizontal stabilizers to keep the airplane from turning
about its lateral axis.
PRECIPITATION--Any falling visible moisture; rain,
snow, sleet, hail.
TAKE-OFF--The part of the flight during which the
airplane gains flying speed and becomes airborne.
PRESSURE--Force in terms of force per unit area.
TERMINAL--Building on the airport where people
board planes, buy tickets, and have their luggage handled.
Flight services are frequently located at the air terminal.
PROPELLER--An airfoil which the engine turns to
provide the thrust, pulling the airplane through the air.
RADAR--Beamed radio waves for detecting and locating
objects. The objects are “seen” on the radar screen, or
scope.
THRUST--Forward force.
TRANSMITTER--Microphone, or part of the radio that
sends the message.
RAMP--Area outside of airport buildings where
airplanes are parked to be serviced or to pick up and
discharge passengers and cargo.
TRICYCLE LANDING GEAR--Airplane’s landing
wheels, two under the wings and one under the nose.
RUDDER--Control surface hinged to the back of the
vertical fin.
TURBULENCE--Irregular motion of air; uneven
currents of air.
RUNWAY--A surface or area on the airport designated
for airplanes to take-off and land.
TURN--Maneuver which the airplane makes in changing
its direction of flight.
SEAT BELT--Belts attached to the seat which fasten
around the pilot and passengers to hold them firmly in
their seats in bouncy air and during takeoffs and landings.
UPDRAFT--Vertical currents of air.
VELOCITY--Speed.
SEAPLANE--An airplane that operates from water.
VERTICAL--Ninety degrees from the horizon.
SLIPSTREAM--Current of air driven back by the
propeller.
VISIBILITY--Distance toward the horizon that objects
can be seen and recognized. Smoke, haze, fog, and
precipitation can hinder visibility.
STABILIZER--Horizontal surface which stabilizes the
airplane around its lateral axis.
STALL--The reduction of speed to the point where the
wing stops producing lift.
VORTEX--A circular, whirling movement of air forming
a space in the center toward which anything caught in the
vortex tends to move.
STATIONARY--Something that does not move is said
to be stationary. A front along which one air mass does
not replace another.
WEATHER--Condition of the atmosphere at a given
time with respect to air motion, moisture, temperature,
and air pressure.
STRATUS--Layered clouds.
WIND--Air in motion, important to aviation because it
influences flight.
STEAMLINE--An object shaped to make air flow
smoothly around it.
WIND SOCK--A cone-shaped, open-ended cylinder of
cloth to catch the wind and show its direction.
TACHOMETER--Instrument which measures the speed
at which the engine crankshaft is turning, hence the
propeller speed in r.p.m.’s (revolutions per minute).
WINGS--Part of the airplane shaped like an airfoil and
designed in such a way to provide lift when air flows over
them.
TAIL--The part of the airplane to which the rudder and
elevators are attached. The tail has vertical and
52
ZOOM--The climb for a short time at an angle greater
than the normal climbing angle, the airplane being carried
upward at the expense of airspeed.
53
ANSWER SHEET
AN INVITATION TO CREATIVE AVIATION EDUCATORS:
The Northeastern Illinois University - FAA Curriculum Committee is interested in ensuring that the FAA guides are as
up-to-date and creative as possible. We are looking for experiments that have been written and designed by teachers to
assist their students in grasping the concepts included in these aerospace documents. If you have developed a particularly
successful lessori you are invited to submit it for consideration by the committee for upcoming revisions. For your effort,
you will receive a certificate stating you have submitted an aerospace lesson to the Northeastern Illinois University FAA Committee. If your lesson is selected by the committee, your initials will appear at the end of the lesson and your
name will be listed among contributors at the end of the document.
Please follow the lesson format as it appears in the document and submit a typed, double- spaced copy along with the
form below:
-----------------------------------------------------------------------------------------------------------------------------------------------NEIU-FAA LESSON
NAME:
ADDRESS:
TELEPHONE:
TITLE OF LESSON:
APPROPRIATE SECTION IN DOCUMENT:
ASSURANCE
I
assure the NEIU-FAA Committee that the
(name)
following lesson has been developed by me and I have not violated any copyright infringements.
Send to:
Dr. Margaret R. Lindman, Chair
NEIU-FAA Committee
Northeastern Illinois University
5500 N. St. Louis Avenue
Office 3043
Chicago, Illinois 60625
54